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The authors respond to the special edition call for papers which explore the intersection between equity pedagogy and open educational practices (OEPs). The purpose of this study is to address the question “In what ways are educators ensuring equity in open educational practices (OEP)?” by investigating the use of OEPs in a first-year Cultural Capability unit at an Australian University. The Cultural Capability unit and this study are underpinned by concepts of border crossings (Aikenhead, 1996) across the cultural interface (Nakata, 2007) enabled by modelling and practicing collaborative power relations (Cummins, 2000).

This study uses a qualitative content analysis method to analyse three textual data sets from students (interviews, writing samples and unit evaluation comments), for insights into students’ learning experiences and outcomes related to OEPs used in the unit.

The OEPs used in the unit support working across multiple knowledge systems, disciplines and conceptual boundaries. The unit’s OEPs facilitate border crossings amongst multiple subcultures and share power to induce participation and give students language to discuss how they might cross borders in the wider cultural interfaces they are learning and working in.

This study extends the theorising of OEP to introduce cultural border crossings and collaborative relations of power as examples of values-centred OEPs in the service of emancipatory learning in multi-cultural contexts. This study extends the practical applications of OEPs to making space for Indigenous and global students’ perspectives as valuable in the development of cultural capabilities.

The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education.

The study employed educational action research, using a quasi-experimental design catering to ninth-grade students (N = 104) attending a public high school in Manila.

Our research indicates that IMLM has a positive effect on student engagement. It provides students with a convenient, easily accessible, and engaging means of understanding Genetics concepts. The execution of this initiative has facilitated the emergence of novel ideas, heightened the ease of use, and advanced more equitable opportunities within the education domain. Thus, IMLM’s utilization has resulted in a favorable shift in conceptual understanding. It has been found to support learners' concept test performance, as evidenced by score gains and statistically significant improvement in understanding.

The study is limited with the development and utilization of mlearning strategy to accommodate learners in the public school system in a developing country.

The study addresses ongoing strategy and discussion to enrich online learning through the mlearning strategy.

The study accommodates inclusivity and equitable learning through personalize mlearning strategy.

The study is novel because it utilize mlearning as innovative approach to teaching genetics.