From International Student to Global Open Education Leader

Rajiv Jhangiani's story begins far from the lecture halls of Canadian universities. Born in Mumbai, India, he navigated significant personal challenges early in life, including the loss of his father. Supported by his grandparents from the age of 12, Jhangiani moved to Canada at 18 to pursue higher education at Capilano College in Vancouver. This transition marked the start of a profound journey in academia, where he not only thrived academically but also discovered his passion for teaching.

Completing his bachelor's, master's, and Ph.D. in psychology at the University of British Columbia, Jhangiani transitioned from student to faculty member. His early experiences as an international student, facing financial barriers common to many in higher education, planted the seeds for his lifelong commitment to making learning accessible. These formative years underscored the inequities in educational resources, setting the stage for his advocacy in open education.

Discovering and Championing Open Educational Resources

Jhangiani's deep dive into open educational resources (OER)—freely accessible teaching, learning, and research materials—began during his time as a psychology professor at Kwantlen Polytechnic University (KPU) in British Columbia. Recognizing the burden of expensive commercial textbooks on students, particularly those from marginalized backgrounds, he started advocating for OER adoption as early as 2012. KPU's open access mandate aligned perfectly with his vision, allowing him to lead faculty training, resource adaptation, and inter-institutional collaborations.

His efforts contributed to a provincial shift: by 2018, 90 percent of British Columbia's postsecondary institutions were using open textbooks, a stark contrast to earlier reliance on costly proprietary materials. Jhangiani's work emphasized not just cost savings but pedagogical renewal, where faculty customize resources to better suit diverse learners.

Architect of Canada's First Zero Textbook Cost Programs

In 2017, Jhangiani spearheaded Zed Cred at KPU, Canada's inaugural zero textbook cost (ZTC) credentials program. This initiative enabled students to complete select programs without purchasing textbooks, leveraging OER and faculty-created materials. By March 2019, over 16,000 students had saved more than CA$1.6 million, with expansions including a full two-year Associate of Arts degree.

A 2025 study co-authored by Jhangiani analyzed four years of data from 13,605 course sections, revealing ZTC sections comprised 19 percent of offerings and delivered nearly CA$13 million in savings to over 24,000 students. Remarkably, ZTC courses showed no negative impacts on enrollment fill rates, withdrawal rates, or student performance—in fact, grade point averages were slightly higher (by 0.04 points on a 4.33 scale). These findings affirm ZTC as a viable strategy for equity without compromising quality. For the full study, see the detailed analysis here.

Step-by-step, the ZTC model involves:

• Faculty identifying high-enrollment courses suitable for OER adaptation.
• Training on tools like Pressbooks for creating customizable texts.
• Student feedback loops to refine materials iteratively.
• Institutional support for scaling across credentials.

Co-Founding the Open Pedagogy Notebook

Beyond resources, Jhangiani emphasizes open pedagogy—teaching practices that leverage OER's openness for student-driven content creation. In 2017, he co-founded the Open Pedagogy Notebook with Robin DeRosa, a collaborative platform sharing classroom-tested examples. Projects range from students annotating public domain texts to contributing Wikipedia articles, fostering authentic, renewable assignments.

This approach aligns with the 5Rs framework (Retain, Reuse, Revise, Remix, Redistribute), transforming passive consumption into active participation. Jhangiani argues it reinvigorates faculty practice while empowering students as knowledge creators, particularly benefiting underrepresented groups.

Leadership and Innovation at Brock University

In his current role as Vice Provost, Teaching and Learning at Brock University in Ontario, Jhangiani oversees the Centre for Pedagogical Innovation, Co-op programs, and directs the Inclusive Education Research Lab. Cross-appointed in Educational Studies and Psychology, his work integrates social justice, equity studies, and open practices.

At Brock, he has advanced OEP through reports like "On a Path to Open," surveying Ontario universities' readiness. The study, using the Institutional Self-Assessment Tool, found 95 percent of institutions consider OEP for student success but lag in incentives and student partnerships. Access the report here. Key recommendations include embedding OEP in strategic plans and funding dedicated roles.

Developing Ethical Frameworks for Educational Technology

As AI and digital tools proliferate, Jhangiani champions ethical integration. He co-developed Brock's Ethical Framework for Educational Technologies, Senate-approved in 2025 and openly licensed for adaptation. The framework outlines 11 considerations for procuring and deploying tools, prioritizing accessibility, privacy, bias mitigation, and alignment with values like the Accessibility for Ontarians with Disabilities Act.

Benefits include flexible asynchronous learning and multimodal expression, but Jhangiani warns against vendor-driven solutions like invasive proctoring software. His critical lens ensures technology serves equity, not exacerbates divides.

Scholarship and Global Advocacy

Jhangiani's oeuvre includes three open psychology textbooks, two co-edited volumes—Open: The Philosophy and Practices that are Revolutionizing Education and Open at the Margins—and over 30 peer-reviewed articles. Recent works explore social justice in syllabi and OEP's institutional capacity.

His 2018 United Nations address on behalf of SPARC elevated open education globally, sparking partnerships in Sri Lanka and Australia. As an OEGlobal board member (2023-2026), he advises on policy, including British Columbia's microcredential framework.

Recognition as a Higher Education Changemaker

In January 2026, EdTech Magazine named Jhangiani a top influencer and "Changemaker," the sole Canadian on the list. This honors his resilience amid enrollment pressures and cost challenges, highlighting ZTC and ethical tech leadership.

Earlier awards include the Open Education Awards for Excellence and BC's education leader recognition.

Profound Impacts on Students and Equity

Jhangiani's initiatives have saved millions while boosting engagement. ZTC removes barriers for low-income and first-generation students, enabling focus on learning. Open pedagogy cultivates agency, with real-world examples like student-curated resources persisting beyond courses.

Stakeholder perspectives: Faculty report renewed motivation; students value savings and relevance; administrators see equity gains without quality trade-offs.

Photo by sumit thapa magar on Unsplash

• Increased accessibility for diverse learners.
• Pedagogical flexibility via remixing.
• Cost reductions averaging hundreds per student annually.
• Equity in outcomes, closing gaps.

Future Outlook and Actionable Insights for Universities

Looking ahead, Jhangiani envisions sector-wide OEP adoption, leveraging government investments like Ontario's $35 million in OER. Challenges persist—funding, skepticism—but opportunities abound in AI ethics and global collaborations.

For institutions:

1. Assess readiness with tools like ISAT2.
2. Pilot ZTC in high-impact programs.
3. Train faculty on open practices.
4. Adopt ethical tech frameworks.
5. Partner with networks like eCampusOntario.

Jhangiani's legacy inspires a more just, open higher education landscape worldwide.