Gen\u00ader\u00ada\u00adtive AI is increas\u00adingly trans\u00adform\u00ading how open edu\u00adca\u00adtional mate\u00adri\u00adals are cre\u00adated. A twillo sur\u00advey con\u00adducted in spring 2025 shows how higher edu\u00adca\u00adtion insti\u00adtu\u00adtions, instruc\u00adtors, and active users are already apply\u00ading AI, where they see poten\u00adtial, and where uncer\u00adtain\u00adties remain. This arti\u00adcle sum\u00admarises key find\u00adings and con\u00adtex\u00adtu\u00adalises them for OER prac\u00adtice. <\/p>\n\n\n\n
Between April and June 2025, twillo con\u00adducted a mixed-meth\u00adods study on the use of gen\u00ader\u00ada\u00adtive AI appli\u00adca\u00adtions for cre\u00adat\u00ading and dis\u00adsem\u00adi\u00adnat\u00ading OER. Three groups were sur\u00adveyed: <\/p>\n\n\n\n
\u2022 Early adopters from Ger\u00admany and Aus\u00adtria \u2013 indi\u00advid\u00adu\u00adals already using AI in OER cre\u00adation<\/p>\n\n\n\n
\u2022 Vice pres\u00adi\u00addents for teach\u00ading and pro\u00adgramme direc\u00adtors at uni\u00adver\u00adsi\u00adties in Lower Sax\u00adony<\/p>\n\n\n\n
\u2022 active twillo users<\/p>\n\n\n\n
The aim of the study was to iden\u00adtify exist\u00ading areas of appli\u00adca\u00adtion, poten\u00adtials, and chal\u00adlenges asso\u00adci\u00adated with using AI tech\u00adnolo\u00adgies and tools for OER cre\u00adation.<\/p>\n\n\n\n
The results paint a clear pic\u00adture: Respond\u00ading insti\u00adtu\u00adtions and indi\u00advid\u00adu\u00adals are largely open to the pos\u00adsi\u00adbil\u00adi\u00adties of AI and are already using a wide range of tools. At the same time, respon\u00addents empha\u00adsise that clear bound\u00adaries and respon\u00adsi\u00adbil\u00adi\u00adties are essen\u00adtial when inte\u00adgrat\u00ading AI. <\/p>\n\n\n\n
61.7% of the 102 respon\u00addents attribute sig\u00adnif\u00adi\u00adcant poten\u00adtial to the use of AI in cre\u00adat\u00ading and fur\u00adther devel\u00adop\u00ading OER. AI pri\u00admar\u00adily sup\u00adports instruc\u00adtors by gen\u00ader\u00adat\u00ading visu\u00adal\u00adi\u00adsa\u00adtions, opti\u00admis\u00ading texts for dif\u00adfer\u00adent tar\u00adget groups, trans\u00adlat\u00ading mate\u00adri\u00adals into numer\u00adous lan\u00adguages, and thereby enabling inter\u00adna\u00adtional use of OER. Sev\u00aderal respon\u00addents also high\u00adlight that AI can con\u00adtribute to enhanc\u00ading acces\u00adsi\u00adbil\u00adity, for instance through sug\u00adges\u00adtions for alter\u00adna\u00adtive texts. <\/p>\n\n\n\n
Prac\u00adti\u00adcal guid\u00adance on cre\u00adat\u00ading edu\u00adca\u00adtional mate\u00adri\u00adals can be found in the sec\u00adtion \u201cAI in open uni\u00adver\u00adsity teach\u00ading<\/a>\u201d<\/p>\n\n\n\n Despite these poten\u00adtials, the use of AI is not with\u00adout risks. Respon\u00addents fre\u00adquently men\u00adtion qual\u00adity issues such as hal\u00adlu\u00adci\u00adna\u00adtions or dis\u00adtor\u00adtions that may under\u00admine the reli\u00ada\u00adbil\u00adity of results. Legal uncer\u00adtain\u00adties related to copy\u00adright and licens\u00ading also remain a major con\u00adcern for uni\u00adver\u00adsi\u00adties, increas\u00ading the need for clear guide\u00adlines. <\/p>\n\n\n\n Addi\u00adtion\u00adally, some respon\u00addents fear that didac\u00adtic exper\u00adtise might become over\u00adshad\u00adowed. Uni\u00adver\u00adsi\u00adties there\u00adfore need to find ways to posi\u00adtion AI as a sup\u00adport\u00adive rather than sub\u00adsti\u00adtu\u00adtive ele\u00adment in the ped\u00ada\u00adgog\u00adi\u00adcal design process. The rapid evo\u00adlu\u00adtion of tech\u00adnol\u00adogy presents fur\u00adther organ\u00adi\u00adsa\u00adtional chal\u00adlenges, as tools and qual\u00adity stan\u00addards are con\u00adtin\u00adu\u00adously chang\u00ading. Finally, respon\u00addents point out that pro\u00adduc\u00ading high-qual\u00adity OER with AI still requires time \u2014 for exam\u00adple, through pre\u00adcise prompt\u00ading and care\u00adful review of out\u00adputs. <\/p>\n\n\n\n Fur\u00adther insights into the impact of gen\u00ader\u00ada\u00adtive AI on teach\u00ading and learn\u00ading are pro\u00advided in the work\u00ading paper \u201cHow AI Is Trans\u00adform\u00ading Higher Edu\u00adca\u00adtion<\/a>\u201d, which high\u00adlights key devel\u00adop\u00adments and areas for insti\u00adtu\u00adtional action.<\/p>\n\n\n\n The twillo sur\u00advey demon\u00adstrates that AI appli\u00adca\u00adtions can make a sig\u00adnif\u00adi\u00adcant con\u00adtri\u00adbu\u00adtion to the cre\u00adation, refine\u00adment, and dis\u00adsem\u00adi\u00adna\u00adtion of OER. Visu\u00adal\u00adi\u00adsa\u00adtion, text opti\u00admi\u00adsa\u00adtion, trans\u00adla\u00adtion, and meta\u00addata gen\u00ader\u00ada\u00adtion offer tan\u00adgi\u00adble ben\u00ade\u00adfits for edu\u00adca\u00adtors and higher edu\u00adca\u00adtion insti\u00adtu\u00adtions. At the same time, a reflec\u00adtive approach to the lim\u00adi\u00adta\u00adtions of AI sys\u00adtems remains essen\u00adtial \u2014 includ\u00ading qual\u00adity assur\u00adance, didac\u00adtic design con\u00adsid\u00ader\u00ada\u00adtions, and legal frame\u00adworks. When these fac\u00adtors are care\u00adfully com\u00adbined, AI can mean\u00ading\u00adfully sup\u00adport and advance open higher edu\u00adca\u00adtion. <\/p>\n\n\n\n The full study results and result\u00ading con\u00adclu\u00adsions are expected to be avail\u00adable in early 2026 via the HIS-HE media cen\u00adtre<\/a>.<\/p>\n\n\n\n If you don\u2019t want to miss upcom\u00ading stud\u00adies, events, and prac\u00adti\u00adcal insights related to OER and open higher edu\u00adca\u00adtion, we rec\u00adom\u00admend sub\u00adscrib\u00ading to our newslet\u00adter. Sub\u00adscribe to the twillo newslet\u00adter<\/a> in ger\u00adman lan\u00adguage. <\/p>\n","protected":false},"excerpt":{"rendered":" Image by Sarah Brock\u00admann, released under CC 0 (1.0)<\/p>\n","protected":false},"author":7,"featured_media":13738,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wp_typography_post_enhancements_disabled":false,"footnotes":""},"categories":[149],"tags":[179],"class_list":["post-13740","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research","tag-twillo"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/13740","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/comments?post=13740"}],"version-history":[{"count":0,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/13740\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media\/13738"}],"wp:attachment":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media?parent=13740"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/categories?post=13740"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/tags?post=13740"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Challenges: Ensuring Quality, Legal Clarity, and Didactic Integrity<\/h2>\n\n\n\n
Conclusion and Outlook<\/h2>\n\n\n\n
Stay Up to Date<\/h2>\n\n\n\n