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Who owns knowledge? The fight for open educational research
An invited guest editorial
Allen A. Espinosa
Philippine Normal University, Philippines
The commodification of academic publishing remains one of the most significant barriers to equitable knowledge dissemination in the digital age. Nowhere is this more critical than in the field of educational research, which plays a central role in shaping pedagogy, policy, and practice. Yet, much of this research is locked behind paywalls, restricting access to educators, policymakers, and scholars—especially those in low- and middle-income countries (LMICs) (Spitalniak, 2024). This profit-driven model has created a system where research, often publicly funded, is inaccessible to those who need it most (Abizadeh, 2024). It is time to challenge this paradigm and advocate for a transformative shift towards open, equitable access to educational knowledge.
Educational research is meant to inform teaching methodologies, curriculum development, and educational policies. However, the dominance of commercial publishers in academic publishing has resulted in limited access to critical findings, particularly in regions with resource constraints (Creagh & Mitchell, 2022). The reliance on high-impact journals for career advancement further exacerbates these inequities, as researchers prioritise publication in paywalled journals over freely accessible, community-driven dissemination platforms (Espinosa, 2024). This exclusionary model undermines the goal of education as a tool for social transformation and widens the gap between research and practice (United Nations, 2015).
The limitations of open access in educational research
While open-access (OA) publishing was envisioned as a means to democratise knowledge, its implementation has been co-opted by commercial interests. The "gold OA" model, which requires authors to pay up to thousands of dollars in article processing charges (APCs), shifts the financial burden from institutions to researchers, maintaining the exclusivity of academic publishing (Toh, 2024). This model disproportionately affects educational researchers, many of whom work in institutions with limited funding or in fields that lack lucrative grants to cover publishing fees.
The "diamond OA" model—where neither authors nor readers bear costs—remains underfunded and lacks institutional backing, limiting its ability to challenge the dominance of commercial publishers. However, journals such as Issues in Educational Research (IIER) demonstrate that sustainable, community-driven diamond OA models are possible. IIER provides unrestricted access to high-quality educational research without charging authors or readers, offering an alternative to commercialised publishing (IIER, n.d.). Without broader investment in similar initiatives, many valuable research findings in education will remain inaccessible to those who could benefit most.
The persistent reliance on journal prestige, as dictated by impact factors controlled by commercial entities, further exacerbates this issue. Academics, particularly early-career researchers, are incentivised to publish in high-impact journals to secure funding, tenure, and professional advancement, reinforcing a cycle that privileges commercial publishers (Abizadeh, 2024). This practice sidelines valuable research that could directly impact educational policies and classroom instruction, reducing the practical application of new findings.
Technology as a potential solution for open educational research
Emerging technologies such as blockchain and artificial intelligence (AI) hold promise for disrupting the current academic publishing system. Blockchain technology can offer decentralised, transparent peer-review processes, reducing dependency on traditional gatekeepers (Peoples-Praxis, n.d.). AI can enhance editorial processes, streamlining submission and review workflows to make publishing more efficient and cost-effective. However, these technologies face significant hurdles, including limited adoption, high development costs, and the risk of new monopolies emerging. Institutional and governmental support is necessary to ensure that these innovations serve the public interest rather than becoming another tool for corporate profit (Torok, 2024).
Reclaiming educational research for the public good
Addressing these systemic inequities requires bold policy reforms and collective action. Governments, universities, and funding agencies must take decisive steps to prioritise not-for-profit and open-access models, ensuring that publicly funded educational research remains freely accessible. Investment in not-for-profit educational publishing platforms is essential. Governments and academic institutions must allocate resources to establish and sustain institutional OA platforms, particularly those following the diamond OA model. Initiatives such as preprint repositories should be institutionalised as standard tools for knowledge dissemination (Espinosa, 2024). Educational researchers should have dedicated spaces to share their work without financial barriers.
Reforming academic incentive structures in education is another critical step. Universities must reassess tenure and promotion criteria to emphasise the societal impact of research over journal prestige. Shifting incentives towards OA publications can disrupt the monopoly of commercial publishers and empower researchers to prioritise accessibility over exclusivity. In education, impact should be measured by the extent to which research informs teaching practices and policy rather than its presence in high-impact commercial journals.
Additionally, mandating open access for publicly funded educational research can help democratise knowledge. Legislative action should require that all publicly funded educational research be made freely available in OA repositories. Compliance mechanisms, including penalties for non-compliance, should be enforced to ensure widespread adherence (Espinosa, 2024). This policy would enable educational practitioners worldwide to benefit from evidence-based research without financial barriers.
Funding technological innovations for open educational research is another crucial component. Public and institutional investment in blockchain and AI-driven publishing solutions can provide alternative pathways for research dissemination, reducing reliance on commercial publishers (Peoples-Praxis, n.d.). Educational research should be at the forefront of adopting these technologies to ensure transparency and accessibility.
Enhancing global research equity in education is necessary to support LMIC researchers. Special initiatives should be established to provide funding, technical assistance, and equitable collaboration opportunities, ensuring their active participation in global knowledge production (Creagh & Mitchell, 2022). A truly inclusive educational research ecosystem requires prioritising knowledge-sharing mechanisms that do not privilege high-income institutions.
Finally, regulating commercial publishers in educational research is vital to ensuring fair access to knowledge. Governments and regulatory bodies must implement antitrust measures to dismantle monopolistic practices in academic publishing. Transparency laws mandating the disclosure of APCs and subscription fees can hold publishers accountable and drive systemic change (Nguyen, 2024). Institutions and scholars must collectively advocate for fair publishing practices that prioritise educational advancement over corporate profit.
A collective responsibility for open educational research
The democratisation of educational knowledge is not merely a matter of convenience—it is a moral imperative. Educational research should serve teachers, students, policymakers, and institutions, not corporate profit. The current publishing model, driven by commercial interests and prestige metrics, undermines the fundamental purpose of educational research: improving learning outcomes and informing equitable policy decisions.
Universities, funding bodies, and policymakers must work together to disrupt the existing paradigm and establish a more inclusive, accessible, and equitable global research ecosystem. By prioritising open-access initiatives, investing in alternative publishing models, and restructuring academic incentives, we can break the paywall and reclaim educational research as a public good. The time for action is now—only through collective effort can we build a research community that truly serves all learners, regardless of economic or geographic constraints.
Creagh T. & Mitchell, P. (2022). Open access: Why we must break down the paywalls now. EduResearch Matters, 17 October. Australian Association for Research in Education (AARE). https://blog.aare.edu.au/open-access-why-we-must-break-down-the-paywalls-now/
Issues in Educational Research (IIER) (n.d.). About IIER. http://www.iier.org.au/iier-inf.html
Espinosa, A. A. (2024). Open access: Break the paywall. Reclaim knowledge now. EduResearch Matters, 25 November. Australian Association for Research in Education (AARE). https://blog.aare.edu.au/open-access-break-the-paywall-reclaim-knowledge-now/
Peoples-Praxis (n.d.). Distributing learning and knowledge creation [Online course]. https://courses.peoples-praxis.org/course/view.php?id=30
Spitalniak, L. (2024). 6 major academic publishers face antitrust lawsuit. Higher Ed Dive, 19 September. https://www.highereddive.com/news/6-major-academic-publishers-face-antitrust-lawsuit/727106/
Toh, J. (2024). Enabling open access publishing in Asia and Oceania. The Source, 12 September. Springer Nature blog. https://www.springernature.com/gp/researchers/the-source/blog/blogposts-open-research/oa-publishing-in-asia-and-oceania/27655406
Torok, E. (2024). Who loses when scientific research is locked behind paywalls? Gates Foundation, 27 March. https://www.gatesfoundation.org/ideas/articles/research-paywall-open-access
United Nations (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations Department of Economic and Social Affairs. https://sdgs.un.org/2030agenda
| Author: Dr Allen A. Espinosa is a postdoctoral fellow at the Faculty of Education, Charles University, in Prague, Czech Republic. He is currently on study leave from his positions as a professor of Science Education at the College of Advanced Studies and a fellow at the Educational Policy Research and Development Office of the Philippine Normal University. His research covers a wide range of topics, including policy research in education, teacher education, information disorder, and social justice in education. ORCID: https://orcid.org/0000-0003-4431-9016 Email: espinosa.aa@pnu.edu.ph Please cite as: Espinosa, A. A. (2025). Who owns knowledge? The fight for open educational research. Issues in Educational Research, 35(1), invited guest editorial viii-xi. http://www.iier.org.au/iier35/espinosa.html |