Open Science in Higher Education: Building to Transform

Abstract

This editorial presents the conceptual and political foundations that guide the creation of the International Journal of Open Science. It argues that the opening of knowledge does not represent a paradigm shift, but rather an ethical reorientation toward the common good, in line with the scientific ethos formulated by Merton.

From a critical and situated perspective, it addresses structural tensions such as epistemic injustice, as well as linguistic, economic, and technological barriers, and the urgent need to transform systems of research evaluation. Open science is reclaimed as a strategy to democratize access, foster transdisciplinary collaboration, and reduce asymmetries in the production of knowledge.

The journal positions itself as a formal and inclusive channel to articulate policies, research, experiences, and debates around open science in the context of higher education, with special attention to Latin America.