A Differentiated Perspective on the Concept of “Open Instruction”

A Scoping Review

Abstract

In the German-speaking educational discourse, open instruction (Offener Unterricht) is a widely discussed response to increasing classroom heterogeneity, individualized learning pathways, and the growing demand for student participation. However, there is no shared understanding of the concept, nor is there a systematic operationalization of open instruction. This study aims to examine how open instruction and the opening of instruction are defined and described in the literature through a scoping review. The screening process yielded 49 German- or English-language publications focusing on school contexts (primary and secondary education) published since 2000. These publications were analyzed using qualitative content analysis. The results revealed four central approaches to conceptualizing open instruction: definitions based on core characteristics, instructional approaches, contrasts and delimitations, and dimensions of openness. Despite considerable conceptual heterogeneity, enabling students’ self-determination and co-determination emerges as a common core. Thus, openness appears not as a dichotomous feature, but rather as a context-sensitive, gradually varying principle of instructional design. Based on the analysis, a model was developed that conceptualizes openness in instruction as a dynamic design process rather than a predefined goal. This model can serve as a foundation for teachers' practical considerations in instructional design and for future theoretical and empirical work. It contributes to a more systematic description of the concept of open instruction.