Abstract This study explored the concept of epistemic access as a fundamental human rights issue, particularly within the field of education. Despite growing recognition of epistemic justice, there remains a lack of clarity on how to implement it effectively in educational settings. The study investigated how Open Pedagogy serve as a practical framework to advance epistemic justice in teaching and learning environments. A qualitative thematic synthesis approach was employed to analyse relevant literature and educational practices. This method enabled the identification of recurring themes and principles that connect Open Pedagogy with the goals of epistemic justice. The synthesis focused on extracting insights for stakeholders, including policymakers, educators, students, instructional designers, and researchers. The thematic synthesis revealed that Open Pedagogy offers a promising pathway for enhancing epistemic access at macro, meso and micro educational levels. It concludes with practical guidance on how Open Pedagogy principles could be integrated into educational practice to foster more inclusive, participatory and just learning environments.
Lydia Mbati (Fri,) studied this question.