Rodés Paragarino, VirginiaGewerc Barujel, Adriana2023-03-202023-03-202023Rodés Paragarino, V., & Gewerc, A. (2023). Educational Innovation, Open Educational Resources, and Gender in Latin American Universities. Education Sciences, 13(1)http://hdl.handle.net/10347/30367This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of being an academic today in a social and economic context such as the Latin American one, and the perspectives this contributes to educational innovation. It arises from the need to deepen research on systemic structures of empowerment for open-access creation and publication, where gender is critical, considering the imbalances that are evident in other fields of educational technology, and specifically in the use of OERs. A qualitative methodology based on grounded theory was implemented, together with the biographical method and digital ethnography, with in-depth interviews with nine women academics from different areas of knowledge from Venezuela, Costa Rica, and Uruguay. The results offer an insight into their professional identities and how this is configured in relation to education, open educational resources, and educational innovation in university teaching. Participation in the open education movement provides a space for empowerment and mobilisation, which contributes to a transformative identity, as an emerging habitus, that underpins educational innovation in this field.eng© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/)Open educationOpen educational resourcesGenderHigher educationProfessional identityjournal article10.3390/EDUCSCI130100192227-7102open access