Latin American STEM schools systematically engage in reflection, review, and adaptation to align their responses with societal needs and demands. An effective strategy for addressing 21st-century challenges in STEM careers is the adoption of Open Educational Practices and the (re)use of Open Educational Resources. This paper is a segment of an ongoing doctoral thesis research project aimed at analyzing the potentials and challenges of Open Educational Practices within STEM university programs in Latin America, with a particular focus on fostering faculty peer-to-peer engagement, collaboration, and shared learning practices. The primary motivation of this paper is to disseminate the findings of a systematic literature review conducted to gather and organize Open Educational Practices initiatives undertaken in Latin American STEM schools over the past five years. Employing a clearly defined methodological approach and specifically designed instruments, numerous educational experiences promoting openness and faculty collaboration were selected and analyzed in response to three research questions. This paper aims to serve as a reference for future investigations on these topics. Additionally, the insights from this study are expected to inform subsequent research within the framework of the doctoral thesis.