Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation

Abstract

In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning.

1. Introduction

In a digital era marked by constant change, cultivating learners who are both self-directed and intrinsically motivated has become a central concern in education. Intrinsic motivation, driven by personal interest and enjoyment, fosters deeper engagement with subject matter and supports independent exploration and learning (Alamri et al., 2020). Computer Science Education (CSE) faces numerous challenges globally and in South Africa, particularly in aligning teaching strategies with technological advancements and the evolving learning needs of students (Bailey & Mentz, 2015; Zhu et al., 2022). Nurturing intrinsic motivation is especially critical in CSE due to the ever-changing nature of content brought about by rapid technological developments (Ni et al., 2023). One approach that has shown promise in enhancing self-directed learning (SDL) and intrinsic motivation is the integration of practical, real-world learning experiences. When educators contextualise content and empower students to take ownership of their learning, they contribute to the development of SDL competencies such as goal setting, time management, and reflective learning (Karatas & Zeybek, 2020; Morris & Rohs, 2021). In particular, the co-creation of Open Educational Resources (OERs) by students as part of renewable assessment strategies offers a dynamic, participatory model of learning that supports both SDL and motivation.

This study explores how co-creating OERs as renewable assessments influences students’ intrinsic motivation in CSE. Collaborative OER creation offers students the opportunity to actively participate in knowledge production, thereby deepening conceptual understanding, encouraging critical thinking, and developing valuable communication skills (Huang et al., 2020). The co-creation process not only enhances student engagement but also promotes inclusive, participatory learning aligned with the principles of open education (Baran & AlZoubi, 2020; Hodgkinson-Williams & Arinto, 2017). The theoretical foundation of this study is built upon Self-Determination Theory (SDT) and social constructivism, which together offer a robust lens for understanding learner motivation and collaborative knowledge construction. SDT posits that individuals are more likely to be intrinsically motivated when their needs for autonomy, competence, and relatedness are fulfilled (Fabriz et al., 2021). Autonomy refers to the learner’s sense of control over their learning; competence speaks to their belief in their ability to succeed; and relatedness involves feeling connected and valued in a learning community. When these needs are met, learners are more engaged, persistent, and resilient—key characteristics of self-directed learners. Social constructivism further supports this study by framing learning as an active, social process shaped by interaction, discussion, and collaboration (Sardar, 2023; Wang, 2022). Co-creating OERs aligns with this theory by encouraging students to construct knowledge through shared experiences and to participate meaningfully in learning communities. The emphasis on dialogue, peer feedback, and collective meaning-making mirrors the collaborative dynamics of open pedagogy and highlights the shift from passive reception to active contribution in academic contexts. To further conceptualise self-directed learning in this study, models by Candy (1991), Brockett and Hiemstra (2012), and Garrison (1997) were considered. These models highlight dimensions such as personal responsibility, learner autonomy, cognitive engagement, and social presence. Garrison’s model, in particular, emphasises the interplay between teaching presence, cognitive presence, and social presence—all of which are present in the co-creation of OERs. SDL is not only about learning in isolation, but also about learners engaging in shared meaning-making, reflective inquiry, and the evaluation of their own learning processes.

Developing self-directed learners requires more than simply handing over control; it involves equipping students with the cognitive and metacognitive tools needed for lifelong learning. Knowles (1975, p. 18) defines self-directed learning as “a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying resources, implementing strategies, and evaluating outcomes”. Important practices in SDL include goal setting, self-monitoring, and problem-solving (Chukwuere, 2023; Nisa et al., 2024; Kharroubi & ElMediouni, 2024), all of which are closely linked to students’ perceptions of autonomy and competence. Goal setting, in particular, has been found to improve persistence and academic performance by providing learners with clear direction and a sense of progress (Karatas & Zeybek, 2020). Problem-solving and metacognitive regulation further empower learners to overcome obstacles and adapt their strategies (Wong & Kan, 2022). Self-efficacy—the belief in one’s own capability to execute tasks—has also emerged as a critical component of SDL and intrinsic motivation (Dogham et al., 2022). When learners feel autonomous and capable, they are more likely to engage meaningfully with content, persist through challenges, and experience intrinsic motivation (Fabriz et al., 2021). These interrelated elements—autonomy, self-efficacy, goal orientation, and problem-solving—form the foundation for effective, motivated self-directed learning. Numerous scholars have proposed guidelines for fostering self-directed learning in educational settings. For instance, Kemp et al. (2022) and Mohamad Nasri et al. (2022) advocate helping students assess their learning needs and goals as a starting point. Other important practices include providing a flexible learning environment where students are given responsibility and choice (Lee & Chang, 2024; James et al., 2024), and creating a non-threatening, collaborative climate that encourages democratic dialogue and intellectual challenge (Padugupati et al., 2021; Bosch & Laubscher, 2022). SDL is further supported when learners are given clarity on expectations, outcomes, and available resources (Singh & Ishrat, 2025), and when learning is situated in real-life contexts that reveal its relevance (Liu et al., 2023; Pacheco-Velazquez et al., 2024). Varying the level of guidance over time and encouraging learners to evaluate their own progress are also key strategies to gradually enhance autonomy and confidence (Schweder et al., 2025). These scaffolds align with the constructivist shift from educator as authority to facilitator, supporting the development of core SDL capacities throughout the learning process.

An essential pedagogical component of this study is the concept of renewable assessment, which contrasts with disposable assessments that are discarded after grading. Renewable assessment refers to learning tasks that result in student-created outputs with ongoing value beyond the classroom (Dennen et al., 2022). Unlike disposable assessments, which are submitted and discarded after grading, renewable assessments engage students in creating artefacts, such as OERs, that can be reused, adapted, and shared. This approach not only fosters a sense of purpose and audience but also encourages deeper engagement, critical thinking, and knowledge production. By contributing to a broader educational commons, students become active participants in knowledge creation, supporting both intrinsic motivation and self-directed learning. This study is situated within the South African postgraduate education context, where equity, relevance, and digital inclusion are of increasing concern. By involving students in the co-creation of open, shareable resources, the project promotes skills development, fosters deeper learning, and contributes to a culture of openness and collaboration. Anchored in a qualitative, phenomenological design, this study investigates students’ lived experiences in co-creating OERs as part of their postgraduate studies in CSE. By analysing these experiences, this research contributes to a growing understanding of how open practices can transform academic culture by promoting collaboration, student agency, and sustainable educational innovation.

The main research question guiding this study is as follows: How do students perceive the role of co-creating OERs as renewable assessments in enhancing students’ intrinsic motivation in computer science education?

2. Materials and Methods

To explore whether co-creating OERs as renewable assessments enhances students’ intrinsic motivation and supports SDL, this study adopted a qualitative, phenomenological approach. This section outlines the research design, context, participants, data collection and analysis procedures, and the ethical considerations that guided the study.

2.1. Context of the Study

This study was conducted within the BEd Honours programme in Computer Science Education at a South African university. As part of the final project in this programme, students were tasked with co-creating an OER based on their professional or research interests. This task was framed as a renewable assessment, with the final product intended for public sharing via an institutional open repository. The aim was to provide students with an authentic, participatory learning experience that encouraged creativity, collaboration, and the application of academic knowledge beyond traditional assessment contexts. To support students in managing the long-term nature of the OER task, several scaffolding strategies were provided. These included a structured project timeline with interim deadlines, weekly check-ins with the lecturer, exemplars of previous OERs, and guidance documents outlining licensing and design expectations. These tools were especially helpful in promoting sustained engagement and time management, particularly for students transitioning from more guided learning environments. Although the participants in this study were academically strong, such scaffolds could support a broader range of learners—including those who may experience difficulties with executive functioning, such as neurodivergent students—by reducing cognitive load and offering clear expectations over time.

2.2. Research Design

This study employed a qualitative research design situated within a phenomenological framework. Phenomenology is well-suited for exploring how individuals experience and interpret a particular phenomenon—in this case, the co-creation of OERs as a renewable assessment strategy. The interpretivist paradigm informed the research process, acknowledging that meaning is socially constructed and best understood through the perspectives of those who experience it (Sprake & Palmer, 2022). The purpose was not to generalise but to generate in-depth insights into how postgraduate students perceived the motivational value of engaging in open practices. This study was guided by the following research question:

• How do students perceive the role of co-creating OERs as renewable assessments in enhancing students’ intrinsic motivation in Computer Science Education?

To further explore this phenomenon, three sub-questions were formulated:

(a)

How did students experience the process of co-creating an OER?

(b)

How did the co-creation of OERs influence their engagement with content and peers?

(c)

What aspects of the process contributed to or hindered their intrinsic motivation?

2.3. Participants and Sampling

The participants consisted of three postgraduate BEd Honours students who completed the OER co-creation project. The small sample size reflects the actual cohort size of the BEd Honours module in Computer Science Education. As the study focused on a specific instructional intervention within a small class cohort, convenience sampling was used (Stratton, 2021). All students who completed the task and provided informed consent were included. The sample included three participants, all with backgrounds in education but no prior teaching experience in Computer Science. Their engagement with the OER task formed the basis for reflection and analysis.

2.4. Data Collection

Data were collected through semi-structured, in-depth interviews, conducted online via Zoom due to logistical constraints. An interview guide was developed to explore key themes such as student motivation, learning experiences, collaboration, and the perceived value of the OER project. Each interview lasted between 30 and 45 min and was audio-recorded with participant consent. The recordings were transcribed verbatim to preserve the authenticity and nuance of participants’ accounts.

2.5. Data Analysis

An Interpretative Phenomenological Analysis (IPA) approach was used to analyse the interview data, as it is well-suited to exploring how individuals make sense of their lived experiences (Nizza et al., 2021). This method is particularly appropriate for small, purposive samples, such as the one used in this study. Each transcript was read multiple times for familiarisation, followed by a line-by-line coding process. Initial codes were then clustered into broader themes through an iterative process, ensuring that both shared meanings and individual perspectives were captured.

The final analysis generated a set of interconnected themes, many of which relate directly to the enhancement of SDL. SDL emerged both as a distinct theme and as a higher-order construct woven throughout the findings. The themes and subthemes will be given in

Table 1. Identified themes and subthemes for data analysis.

Theme	Subtheme
1. Ownership and Confidence	1.1. A personal sense of pride
	1.2. Feeling capable
	1.3. Finding your voice
2. Personal Growth and SDL Development	2.1. Time management and planning
	2.2. Goal setting and reflective learning
	2.3. Confidence in knowledge production
3. Collaboration and Connection	3.1. Peer-supported learning and shared accountability
	3.2. Learning from others and broadening perspective
4. Motivation and Engagement	4.1. Motivation through knowledge sharing
	4.2. Purposeful contribution and curiosity
5. Challenges and Problem Solving	5.1. Navigating emotional and technical barriers
	5.2. Developing problem-solving strategies through guidance

:

These themes are further elaborated in the next section and form the foundation for interpreting how the co-creation of OERs supports intrinsic motivation and SDL in CSE.

2.6. Trustworthiness and Rigour

To ensure credibility, member checking was employed by sharing key interpretations with participants for validation. Peer debriefing with the research supervisor provided additional critical scrutiny. Transferability was supported through contextual descriptions of the instructional setting, participant profiles, and the OER co-creation process, allowing readers to assess the relevance of the findings to comparable educational contexts. Dependability was ensured by maintaining an audit trail of decisions made during data collection and analysis. Confirmability was strengthened through reflexivity and consistent documentation, including reflective notes and coding memos, to minimise researcher bias (Lincoln & Guba, 1986).

2.7. Ethical Considerations

Ethical clearance for the study was obtained from the Faculty of Education’s research ethics committee at [Blinded for peer-review]. All participants were fully informed of the study’s purpose, their voluntary participation, and their right to withdraw at any time. Written informed consent was obtained, and participants’ identities were anonymised using pseudonyms. Data were securely stored on password-protected university servers and backed up with encrypted files.

3. Results

The findings are presented in line with the IPA approach and are structured according to five core themes, each with related subthemes. These themes illustrate how students experienced the co-creation of OERs as a renewable assessment and how the process supported their intrinsic motivation and development as self-directed learners.

3.1. Ownership and Confidence

The process of co-creating an OER fostered a strong sense of ownership and confidence among students. This theme reflects how students moved beyond compliance-driven tasks toward meaningful knowledge production. Their reflections point to personal pride, enhanced self-belief, and increased academic agency—each contributing to deeper engagement and intrinsic motivation.

3.1.1. A Personal Sense of Pride

Students expressed a clear sense of pride in creating a resource that had value beyond assessment. One participant shared, “It’s not just an assignment for marks. It’s something that other teachers might use. It feels important.” This perception reflects the shift from disposable to renewable assessment (Dennen et al., 2022), which reinforces students’ autonomy and sense of purpose—central elements in Self-Determination Theory (Fabriz et al., 2021). The real-world application of their work created an internal drive to produce something meaningful, aligning with intrinsic motivation as defined by Alamri et al. (2020).

3.1.2. Feeling Capable

Participants also reported increased confidence in their ability to engage with content and produce something of value. One remarked, “I never saw myself as someone who could create a lesson like this. Now I feel like I can do it and share it with others.” This experience aligns with the SDT component of competence, where mastery and achievement strengthen self-belief and intrinsic engagement. According to Garrison’s SDL model, confidence is a key driver of cognitive presence, allowing learners to sustain inquiry and problem-solving (Garrison, 1997).

3.1.3. Finding Your Voice

The opportunity to choose their own topic and design the resource according to their interests empowered students to express their identity and perspectives. One participant noted, “This was the first time I could write and create something that reflects how I see teaching.” This development of an academic voice is consistent with the constructivist view that knowledge is co-constructed and situated in learners’ contexts (Wang, 2022). As learners took ownership of their choices, their sense of autonomy deepened—again reinforcing all three basic psychological needs in SDT (autonomy, competence, and relatedness).

Overall, this theme illustrates how authentic tasks embedded in open pedagogical practice can significantly support the personal dimension of SDL (Candy, 1991) and help learners shift from externally motivated behaviours to intrinsically motivated, self-regulated learning.

3.2. Personal Growth and SDL Development

This theme captures how the co-creation of an OER contributed to students’ SDL competencies and personal development. Participants reflected on improvements in time management, goal setting, research engagement, and confidence in their learning processes. These elements are strongly aligned with SDL models (Candy, 1991; Garrison, 1997) and demonstrate how intrinsic motivation is enhanced when learners take ownership of their academic growth.

3.2.1. Time Management and Planning

Students consistently mentioned how the OER task required them to plan ahead, manage their time independently, and balance multiple responsibilities. One participant shared, “I had to decide when to work on it. It wasn’t just due next week—it was over time. I learned how to pace myself.” This reflects goal-directed behaviour, a core component of SDL (Brockett & Hiemstra, 2012), and shows how renewable assessment design allows learners to develop real-world planning skills.

3.2.2. Goal Setting and Reflective Learning

Students described setting personal goals for the quality and reach of their OER. This internal standard served as a source of motivation and a measure for self-evaluation. As one participant noted, “I wanted it to be good enough that a teacher would actually use it… That kept me pushing myself.” This aligns with metacognitive regulation in SDL, where learners monitor and adjust their learning based on reflection and personal standards (Garrison, 1997). The focus on continuous improvement, rather than just completing a task, supports deeper, more sustained engagement.

3.2.3. Confidence in Knowledge Production

Developing a resource for public use encouraged participants to engage deeply with academic content. One stated, “I couldn’t just Google it and copy. I had to make sure it’s correct and clear. It made me think a lot about what I really understand”. This demonstrates a shift from surface to deep learning, facilitated by open practices that require learners to articulate, apply, and adapt knowledge (Baran & AlZoubi, 2020). According to SDT, this sense of mastery builds competence, further supporting intrinsic motivation (Fabriz et al., 2021).

Overall, Theme 2 illustrates how renewable assessment not only enhances SDL skills such as planning, goal-setting, and reflective thinking but also promotes personal empowerment. The freedom to direct their own learning, combined with the responsibility to produce a public-facing resource, created a learning environment rich in autonomy and relevance—two of the most powerful motivators in adult education.

3.3. Collaboration and Connection

Despite the individual nature of the final OER product, students reflected deeply on the social and collaborative dimensions of the project. This theme highlights how peer support, shared experiences, and informal collaboration enriched the learning process. These interactions align with social constructivist principles (Sardar, 2023; Wang, 2022) and directly support the relatedness component of SDT (Fabriz et al., 2021). For SDL development, such interactions are equally important in fostering social presence and peer-assisted learning (Garrison, 1997).

3.3.1. Peer-Supported Learning and Shared Accountability

Students described sharing ideas, offering feedback, and checking in with one another as they worked through the OER task. One participant remarked, “We often asked each other: ‘How are you doing yours?’ That helped me stay on track and get new ideas.” This sense of shared accountability, even without formal group work, created a collaborative learning culture and mirrored the social presence dimension of Garrison’s SDL model. It also reflects a constructivist view of learning as a dialogic, meaning-making process rather than an isolated act.

3.3.2. Learning from Others and Broadening Perspective

Participants noted that peer input helped them rethink their approach and expand their understanding of what makes an OER effective. As one student shared, “When I saw what others were doing, it pushed me to think differently about how I explained things.” Exposure to others’ thinking encouraged cognitive flexibility and supported critical reflection—both important aspects of advanced SDL (Candy, 1991). These interactions also fulfilled the SDT need for relatedness, fostering a supportive academic community in which students felt connected, encouraged, and motivated.

Even though the formal task was completed individually, the social interactions surrounding it helped to scaffold learning and promote motivation. The theme reinforces that collaboration is not limited to group work, but can be woven into open pedagogical design through peer engagement, shared spaces, and reflective dialogue.

3.4. Motivation and Engagement

This theme explores how the process of co-creating OERs stimulated students’ intrinsic motivation and sustained their engagement with the content and task. Participants described a heightened sense of purpose, a desire to contribute meaningfully, and curiosity-driven learning—all core attributes of intrinsically motivated, self-directed learners. The findings align strongly with the principles of SDT—particularly autonomy and purpose—as well as with renewable assessment literature that links openness with deeper learner investment (Fabriz et al., 2021; Dennen et al., 2022).

3.4.1. Motivation Through Knowledge Sharing

Students expressed that their motivation was significantly enhanced by the awareness that their work could benefit a broader educational audience. One participant noted that the possibility of “helping someone else in a real classroom” encouraged them to invest more effort than they would in a typical, grade-focused assignment. This sense of external relevance shifted the task from a private academic exercise to a meaningful and public contribution. The authenticity and purpose behind the activity provided a strong foundation for intrinsic motivation (Alamri et al., 2020). By envisioning their resources being used in real teaching contexts, students were able to connect their academic work with their emerging professional identities. This supports Dennen et al. (2022), who argue that renewable assessments foster deeper engagement by positioning students as active knowledge creators rather than passive recipients. Ultimately, the act of contributing to a wider educational community reinforced both autonomy and relatedness, key drivers of intrinsic motivation according to SDT.

3.4.2. Purposeful Contribution and Curiosity

Participants also reported that the task awakened curiosity and encouraged deeper exploration of the topic they selected. One participant said, “I wanted to find out more than just what I needed. I read extra articles and tried to include interesting facts.” This curiosity-driven behaviour reflects the intrinsic desire to explore and understand, which is a hallmark of self-directed learning (Garrison, 1997; Candy, 1991). The autonomy to choose a topic, combined with the expectation of creating something useful, allowed students to engage in interest-driven inquiry. This not only strengthened their cognitive presence but also helped internalise the value of the learning task. When learners experience relevance, ownership, and impact, they become more willing to go beyond minimum requirements and pursue deeper understanding—evidence of both SDL and intrinsic motivation working in tandem.

3.5. Challenges and Problem Solving

While students found the OER task empowering, they also encountered several challenges, particularly in relation to technical skills, time constraints, and uncertainty about expectations. This theme reveals how students responded to difficulties and developed problem-solving strategies—key components of SDL. Overcoming such barriers is essential for building resilience, confidence, and autonomy (Candy, 1991; Garrison, 1997).

3.5.1. Navigating Emotional and Technical Barriers

Some participants initially experienced anxiety or self-doubt, especially when facing unfamiliar digital tools or content creation platforms. One student noted, “At first, I thought I couldn’t do it. I didn’t know how to start or where to begin. I had to figure it out step by step.” This sense of uncertainty aligns with the emotional dimension of SDL, where learners must regulate both cognitive and affective responses to unfamiliar tasks (Brockett & Hiemstra, 2012).

Technological skills gaps were also reported. As one participant shared, “I struggled with how to make the OER look good or interactive. I had to ask for help and try things out.” These moments required perseverance and problem-solving, illustrating the competence-building potential of the task. As students overcame initial barriers, their confidence and motivation grew—further reinforcing SDL and intrinsic engagement.

3.5.2. Developing Problem-Solving Strategies Through Guidance

Students reported that timely support from the lecturer, as well as peer conversations, helped them overcome technical or content-related obstacles. One said, “The lecturer explained how to do the licensing and gave us examples. That made it feel possible.” This points to the importance of scaffolded autonomy, where learners are supported as they transition toward greater independence (Garrison, 1997). Constructivist theory affirms the value of guidance in helping learners construct meaning from complex experiences (Sardar, 2023). The challenge–solution cycles described by students highlight how learning through difficulty contributed to their development as motivated, self-directed individuals. The presence of a supportive academic environment—through both structure and freedom—allowed students to safely navigate uncertainty, a key condition for transformative learning and sustainable motivation.

Taken together, the five themes—Ownership and Confidence, Personal Growth and SDL Development, Collaboration and Connection, Motivation and Engagement, and Challenges and Problem Solving—demonstrate how co-creating OERs as renewable assessments supported both intrinsic motivation and self-directed learning. The findings suggest that open practices, when designed with autonomy, relevance, and reflection in mind, can meaningfully transform the student learning experience and foster long-term learner agency.

4. Discussion

This study set out to explore how the co-creation of OERs as renewable assessments enhances students’ intrinsic motivation and supports SDL in CSE. The findings offer compelling insights into the pedagogical value of open practices, particularly in terms of fostering autonomy, competence, collaboration, and reflective learning. The discussion below integrates the five emergent themes with relevant theoretical perspectives to interpret the cultural and motivational shifts observed among the participants.

4.1. Fostering Autonomy and Purpose Through Open Practices

The themes of “Ownership and Confidence” and “Motivation and Engagement” highlight how open, student-driven tasks support the basic psychological need for autonomy—central to SDT (Fabriz et al., 2021). When learners are given the freedom to choose a topic and design a resource for real-world application, they are more likely to internalise the value of the task. Students in this study expressed a sense of purpose, pride, and investment in their work, which aligns with research showing that authentic learning experiences enhance intrinsic motivation (Alamri et al., 2020). Moreover, the renewable nature of the assessment—producing something meaningful that will outlast the course—shifted learners’ perceptions of academic tasks. Unlike traditional assignments that are often discarded after grading, the OER co-creation task created a bridge between the classroom and the broader educational community, reinforcing both autonomy and relatedness.

4.2. Advancing SDL Competencies Through Structured Openness

The theme Personal Growth and SDL Development demonstrates that co-creating OERs can effectively support the development of key SDL skills, including time management, goal setting, and metacognitive reflection. These findings align closely with SDL models by Candy (1991), Garrison (1997), and Brockett and Hiemstra (2012), which emphasise learner control, motivation, and reflection. Participants’ narratives showed how sustained engagement with a long-term task encouraged planning, self-monitoring, and deep conceptual engagement—all of which are vital to lifelong learning. The iterative and reflective nature of the OER project encouraged students to refine their understanding of the content while developing their academic identity. This reinforces the idea that SDL is not only about independence but also about cultivating academic agency—the confidence to direct one’s learning process meaningfully and effectively.

4.3. Learning as a Social and Collaborative Endeavour

Although the final OER was produced individually, students described how informal peer interactions played a significant role in shaping their thinking. As the full cohort consisted of only three students—all of whom were study participants—these interactions occurred exclusively among them. Their reflections highlighted how regular communication and informal support within this small group fostered deeper thinking and accountability. The theme Collaboration and Connection aligns well with social constructivist theory, which emphasises learning as a socially mediated process (Wang, 2022). Participants reported being inspired by their peers’ work and feeling a sense of shared responsibility and encouragement, even in a non-collaborative task format. These dynamics also connect to Garrison’s (1997) model of SDL, specifically the element of social presence, where peer interaction supports meaning-making and persistence. Importantly, the findings suggest that open pedagogy can promote collaboration not only through group work but through a culture of dialogue and co-reflection, even when outputs are individual.

4.4. Navigating Challenges to Build Resilience and Competence

The final theme, Challenges and Problem Solving, reveals that encountering obstacles—technical, emotional, or procedural—was an essential part of the SDL development process. Participants’ reflections show how problem-solving and seeking support were integral to their growth. As students overcame initial uncertainty, their confidence in both their content knowledge and digital capabilities increased. This resonates with both SDL and SDT frameworks: learners must not only set goals and reflect but also respond to challenges in ways that promote mastery and self-efficacy. Support from the lecturer—whether in clarifying licensing requirements or providing examples—was essential in scaffolding autonomy. As suggested by constructivist pedagogy, the role of the educator is not to eliminate difficulty but to guide learners through it, enabling transformative learning through experience (Sardar, 2023).

4.5. Implications for Transforming Academic Culture

This study supports the broader argument that open practices can transform traditional academic cultures by promoting participation, equity, and sustainability in teaching and learning (Hodgkinson-Williams & Arinto, 2017). When students are given meaningful roles as contributors, rather than consumers, of knowledge, their engagement becomes deeper and more personal. The co-creation of OERs empowers learners to see themselves not only as students, but as educators, collaborators, and change agents. Such pedagogical shifts hold particular promise in CSE, where content is constantly evolving, and lifelong learning is essential. Open educational practices that foreground SDL, collaboration, and authentic contribution can help bridge the gap between academic study and professional relevance, particularly in contexts marked by inequality and access constraints.

4.6. Limitations of the Study

A key limitation of this study is its small, context-specific sample, comprising only three BEd Honours students from a single cohort completing a final capstone project. While this is consistent with the phenomenological aim of generating rich, in-depth insights, it limits the generalisability of the findings. The high-stakes nature of the project, combined with the small class size and personalised support, may have positively influenced students’ motivation and engagement in ways that are not easily replicated in larger or less specialised educational settings. Consequently, their experiences may differ from those of the broader postgraduate population or students at different stages of study. Nonetheless, the structured scaffolds implemented—such as interim deadlines, peer feedback, and lecturer guidance—may enhance the relevance of these findings for more diverse learning contexts. Future research could investigate how similar supports affect learners with varying educational backgrounds, learning profiles, and support needs. Expanding the sample to include students across different qualification levels and institutional contexts would help determine whether the benefits of OER co-creation for intrinsic motivation and self-directed learning are transferable to wider educational environments.

5. Conclusions

This study explored how co-creating OERs as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students in Computer Science Education. The findings indicate that open pedagogical practices, when designed with autonomy, purpose, and collaboration in mind, foster student ownership, confidence, and meaningful engagement. The integration of Self-Determination Theory, SDL models, and social constructivism provides a compelling framework for understanding how students grow through authentic, participatory learning experiences. By confronting challenges, managing their own learning processes, and contributing to the academic commons, students not only developed critical SDL competencies but also began to reimagine their role in education as active, motivated contributors.