Empowering Open Educational Practices Through Open-Source Software: A Grounded Theory Approach in the Context of a University in Hong Kong

Purpose – The study aims to understand university teachers’ perceptions and experiences of adopting open educational resources and open-source software (OSS) in their teaching practices at a University in Hong Kong. The research seeks to develop a theoretical framework explaining the motivation and challenges of OSS adoption in higher education. Design/methodology/approach – The research employs a qualitative approach using grounded theory methodology. Semi-structured interviews were conducted with eight academic staff from various schools at Hong Kong Metropolitan University (HKMU). Data analysis followed the three-stage coding process of grounded theory: open coding, axial coding, and selective coding. Findings – The study identified three core categories emerging from the data: Open Educational Technology, Open Educational Resources, and Open Pedagogy. These categories interact to shape the adoption and implementation of OSS-empowered open educational practices at HKMU. The research resulted in the development of an Open TPACK (Technological Pedagogical Content Knowledge) model, which extends the traditional TPACK framework to encompass open educational practices. This model illustrates how open technology, open resources, and open pedagogy intersect and influence each other in the context of higher education. Originality/value/implications – This research provides novel insights into the motivations, challenges, and support needed for OSS adoption in higher education. The Open TPACK model offers a theoretical framework for understanding the complex interplay between technology, resources, and pedagogy in open educational practices. It highlights the importance of considering openness as a key dimension in educational technology integration. The findings can inform policy development to support university teachers in fully utilizing the potential of OSS in education. Moreover, the study contributes to the growing body of literature on open education by providing a contextualized understanding of OSS adoption in a Hong Kong higher education institution.