Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.

中文翻译：

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同行评议的关于半个世纪教育开放的出版物的分析：开放半球的趋势和模式

教育的开放性是一个不断发展的概念，它是由社会，文化，地理和经济不断变化的需求所塑造的，因此，它没有确切的定义。通过关注四组通用关键字-开放式教育，开放式学习，开放式教育资源（OER）和开放式教育实践（OEPs）-本文通过对同行评议文献的系统回顾，考察了教育开放性的研究。在此过程中，研究人员试图引起人们对现有趋势和模式以及未来教育开放性的关注。内容分析，社交网络分析和文本挖掘是用于数据收集和分析的方法。调查结果表明，人们对不同领域的教育开放性，特别是对开放教育资源的兴趣日益浓厚。研究结果还指出，OEPs是新兴的研究领域，为将来的研究提供了沃土。然而，仔细观察，可以发现全球北部和全球南部在研究产出方面存在鸿沟。