Sustaining openness in language teacher education: Insights from a MOOC-based language OER training program and the emerging role of AI

Abstract

[EN] This paper presents a longitudinal case study of the OPENLang MOOC, an online course designed to train language educators in the discovery, creation, and effective use of Open Educational Resources (OER) for language teaching. Launched in 2021 within the OPENLang Network Erasmus+ project, the MOOC served as both a training hub and a catalyst for OER contributions, supported by a multilingual repository containing language OERs in selected European languages, and a translated OER toolkit available in three languages. Drawing on Moodle platform logs and Google Analytics 4 (GA4) data collected from 2021 to 2025, we examine patterns in learner participation, module interaction, and long-term engagement. The findings reveal sustained platform activity well beyond the initial MOOC cohort, including continuous quiz engagement, increased OER toolkit use, and service-based interactions. While only a small number of learners completed all course modules, a broader audience, comprising enrolled and non-enrolled users, demonstrated ongoing interaction with course materials and language OER services. These usage patterns reflect both the need for more structured teacher training on OERs and the increasing role of informal, non-credit-seeking engagement in open education platforms. In parallel, the paper examines the growing influence of artificial intelligence (AI) in language OER ecosystems. As AI tools become central to the search, adaptation, and reuse of content, the need for ethical, AI-aware training frameworks becomes more urgent. By situating OPENLang Network’s case within broader OER and AI trends, this study contributes to the evolving conversation on sustainable, scalable, and intelligent language teacher education.