The open movement and the digitisation in scholarship are enhancing the established relationships across libraries, infrastructures, and research communities. Libraries and research infrastructures are closely connected to the development of scholarship and its practices. They are mainly concerned with collecting and systemising knowledge and resources while offering access. Scholarship is based on collecting, circulating, and retracing knowledge and reflecting the state of art. The digitisation of scholarship and the possibilities of enhancing openness and collaboration add to these established practices (Ball 2020; Fecher, Friesike 2014). The whole research process becomes an object of a scholarly value chain, which can be retraced for quality maintenance or can offer a wide variety of resources for reuse ranging from research data and research apparatuses to concrete research items. In addition, the distribution, evaluation and transfer of scholarly knowledge are more open and collectively realised through Open Access, Open Metrics and Open Educational Resources.

The European Commission has started several Open Science initiatives ranging from the European Open Science Cloud (EOSC) to the Open Science Monitor (OSM) and to the Open Science Policy Platform (OSPP). Educational Researchers have begun a discussion about the alignment of Open Science to enhance its practices (Zee, Reich 2018; Dijk et al. 2020, Farrow et al. 2020; Krammer, Svecnik 2020; Schindler et al. 2020). In addition, special subject infrastructures for Educational Research are running for open data or open access. In this panel, we want to discuss these developments and the possible re-alignment of Educational Research, its infrastructures, and practices through Open Science.

The panel starts with a short presentation followed by a discussion of these issues: What are the potentials and challenges of Open Science in Educational Research? In how far is a one-size-fits-all approach appropriate for Educational Research? Where are generic approaches adequate and when are alignments to Educational Research needed? What kinds of new challenges are expected for research communities, their infrastructures and practices? In how far do the standards of research integrity need to be changed? How can a European level and national level but as well a disciplinary level be addressed and how can the levels interact?

The panel discussion welcomes anybody who is interested in Open Science in Educational Research and infrastructural developments.

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