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STRENGTHENING RESEARCH CULTURE AND HUMAN
RIGHTS EDUCATION IN CENTRAL ASIA: ALIGNING OPEN
SCIENCE WITH INTERNATIONAL NORMS
1
Shakhlo Safarava
Doctor of Philosophy (PhD) in Law
https://doi.org/10.5281/zenodo.16561350
ARTICLE INFO
ABSTRACT
Qabul qilindi: 20-Iyul 2025 yil
Ma’qullandi: 24-Iyul 2025 yil
Nashr qilindi: 28-Iyul 2025 yil
This paper explores the intersection between research
development initiatives in Central Asia—particularly the
ORCA (Open(ing) Research in Central Asia) program—
and the international standards for promoting human
rights education. While ORCA focuses on fostering
research ethics, data transparency, and open access in
economics and social sciences, this study argues that
embedding international human rights education
standards into these efforts can serve as a catalyst for
broader
democratic
engagement
and
civic
empowerment. The article analyzes how the creation of a
research-literate academic community based on
principles of open science can promote freedom of
expression, academic freedom, and access to knowledge,
which are core pillars of human rights education under
UNESCO and UN frameworks. By building synergies
between open research infrastructures and human rights
curricula, ORCA’s model could serve as a prototype for
integrating human rights principles into research
management systems. The paper concludes with policy
recommendations on how regional research institutions
and international donors can collaboratively support
sustainable human rights education through open
science mechanisms.
KEYWORDS
Open Science, Human Rights
Education, Research Ethics,
Academic
Freedom,
International Standards, Open
Access, Central Asia, Research
Culture, UNESCO Guidelines,
ORCA Program.
Introduction.
In the 21st century, the global research landscape is rapidly evolving
under the influence of digital transformation, open-access movements, and international
education norms. These changes are reshaping how knowledge is created, disseminated, and
utilized across borders. Open science, as promoted by organizations such as UNESCO and the
OECD, emphasizes transparency, inclusiveness, and collaboration in research. Its key pillars—
open access to publications, open research data, open-source software, and inclusive
academic practices—are fundamentally transforming research ethics and culture worldwide.
1
This publication/ research was supported by a MSCA-SE scheme within the HORIZON Programme (grant acronym:
ORCA, GA:101182752)
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In parallel, human rights education (HRE) has gained recognition as a critical component
of democratic development and civic empowerment. According to the United Nations, HRE is
not merely about legal literacy but also about fostering a culture of human dignity,
participation, and responsibility. When embedded in educational systems, HRE has the power
to cultivate democratic values, combat discrimination, and promote freedom of expression
and academic autonomy.
In Central Asia a region that includes Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan,
and Uzbekistan—the integration of open science and HRE is still in its formative stages. While
post-Soviet reforms have brought about substantial changes in higher education, systemic
challenges such as limited academic freedom, underdeveloped research infrastructures, weak
peer review mechanisms, and lack of international collaboration persist. Despite the rising
number of scholars, doctoral programs, and universities, the culture of ethical, transparent,
and socially impactful research remains nascent.
The Role of ORCA. The Open(ing) Research in Central Asia (ORCA) program, launched in
2021, aims to address this gap by fostering a new research culture rooted in open science
principles. Funded by international donors and implemented through regional academic
partners, ORCA provides training on research ethics, supports open access publication, and
promotes the use of digital repositories for knowledge sharing. While ORCA primarily targets
economics and social sciences, its methodology offers a scalable model for institutional
transformation in other academic fields as well.
However, to fully realize its transformative potential, ORCA and similar initiatives must
be integrated with the values of human rights education. Promoting transparency without
addressing academic freedom or freedom of information limits the depth of reform. This is
where HRE becomes a strategic ally: by linking open science to democratic values and civic
engagement, research becomes more than a technical process it becomes a societal
instrument.
Problem Statement. Despite notable initiatives like ORCA, Central Asia still lacks a
comprehensive framework for integrating human rights norms into the research
environment. Academic freedom is often constrained by censorship, bureaucratic control, or
informal restrictions. Researchers may face pressure to conform to institutional or political
expectations, particularly in sensitive fields such as sociology, political science, or law.
Furthermore, students and early-career scholars often receive little or no training in research
ethics, critical thinking, or rights-based approaches to knowledge production.
Without embedding these values into research ecosystems, open science risks becoming
an empty slogan rather than a functional transformation. While technical infrastructures such
as repositories or open journals are important, the human capacity to use them ethically and
critically is even more vital. This article, therefore, argues for the strategic alignment of open
science initiatives with international standards in human rights education as a way to address
this gap.
Purpose and Objectives of the Study. The main purpose of this article is to explore how
open science initiatives—specifically the ORCA program—can serve as platforms for
promoting human rights education in Central Asia. The study seeks to:
Analyze the theoretical intersections between open science and human rights
education;
Examine the implementation of the ORCA program and identify areas where HRE
principles could be integrated;
Propose models of institutional reform that align research ethics, academic freedom,
and open access with UNESCO and UN standards;
Offer policy recommendations for governments, universities, and international
donors on sustaining human rights education through open science frameworks.
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Literature Review. This section explores the scholarly and institutional literature on
three interrelated domains: (1) open science as a transformative paradigm in global academic
practice, (2) human rights education as recognized by international legal frameworks and
educational policy, and (3) the post-Soviet research landscape in Central Asia. It synthesizes
global standards and region-specific findings to provide a conceptual foundation for
integrating open science and human rights education in the context of the ORCA program.
Open Science: Global Principles and Policy Frameworks. The concept of open science has
evolved from the broader open access movement and has become institutionalized through
national and international policies. UNESCO’s 2021 Recommendation on Open Science serves
as the most comprehensive normative instrument adopted to date. It defines open science as
“an inclusive construct that combines various movements and practices aiming to make
scientific knowledge openly available, accessible, and reusable for everyone”.
2
The four core components of open science—open scientific knowledge, open science
infrastructures, open engagement of societal actors, and open dialogue with other knowledge
systems—aim to democratize knowledge production and dissemination. The UNESCO
document also emphasizes inclusivity, equity, and multilingualism, which are especially
relevant in linguistically and ethnically diverse regions such as Central Asia.
Complementing UNESCO’s framework, the OECD and European Commission promote
open science as a driver of innovation, transparency, and citizen trust in science. The
European Open Science Cloud (EOSC), for example, enables data-sharing across borders and
disciplines, fostering collaborative problem-solving in education, health, and climate sectors.
3
In addition, scholarly literature emphasizes the normative potential of open science. Fecher
and Friesike (2014) outline five schools of thought within the open science movement:
infrastructure, public, measurement, democratic, and pragmatic. Each reflects different
visions—from improving access to scientific tools to democratizing knowledge flows—which
can be aligned with educational and human rights outcomes.
Human Rights Education: Normative and Pedagogical Foundations. Human rights
education (HRE) has been recognized as a cornerstone of international human rights policy. It
is enshrined in numerous global and regional instruments, including:
The
Universal Declaration of Human Rights (1948)
– Article 26(2) states that
“education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms”.
4
The
UN Declaration on Human Rights Education and Training (2011)
– It
provides a comprehensive definition of HRE and outlines the responsibility of states,
institutions, and civil society to integrate human rights into all forms of education.
The
World Programme for Human Rights Education
, launched by the UN in 2005,
emphasizes education at primary, secondary, and tertiary levels as a means of promoting
democratic citizenship, critical thinking, and social responsibility.
According to Bajaj (2011), human rights education operates on three levels: cognitive
(knowledge about rights), affective (values and attitudes), and behavioral (action-oriented
participation). These levels intersect with research training, which similarly seeks to cultivate
critical inquiry, ethical reasoning, and engagement with societal problems.
Notably, scholars such as Tibbitts (2017) distinguish between “values-based” and
“content-based” HRE. While the former focuses on empathy, solidarity, and non-
discrimination, the latter includes knowledge of legal instruments and institutions. The
2
UNESCO. (2021).
UNESCO Recommendation on open science
. https://unesdoc.unesco.org/ark:/48223/pf0000379949
3
European
Commission.
(2020).
European
Open
Science
Cloud:
Strategic
implementation
plan
.
https://ec.europa.eu/digital-single-market/en/news/european-open-science-cloud-strategic-implementation-plan
4
United Nations. (1948).
Universal Declaration of Human Rights
. https://www.un.org/en/about-us/universal-
declaration-of-human-rights
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integration of HRE into research education must therefore address both dimensions-teaching
students not only about rights but also fostering ethical research practices that promote these
values.
Research Culture and Ethics in Central Asia: Gaps and Transitions. Research culture in
Central Asia is undergoing a slow but significant transformation. In the early post-Soviet
period, higher education systems in Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and
Uzbekistan suffered from underinvestment, politicization, and isolation from international
research networks.
5
Academic hierarchies inherited from the Soviet model prioritized
administrative loyalty over innovation or academic freedom.
Several studies
6
identify key challenges that continue to affect the region’s research
culture:
Lack of institutional autonomy:
Universities often remain under close ministerial
control, limiting their capacity to implement academic reforms.
Censorship and self-censorship:
Scholars working in sensitive fields (e.g., political
science, gender studies) often avoid controversial topics.
Ethical gaps:
Plagiarism, ghost authorship, and superficial peer review remain
systemic problems, partly due to weak research training and institutional oversight.
Language barriers:
Limited proficiency in English reduces opportunities for
international publication and collaboration.
At the same time, new regional initiatives—particularly donor-funded programs such as
ORCA—have begun to challenge this status quo. These programs offer training in open access
publishing, data transparency, and research ethics, often drawing on European and North
American models. However, external programs risk limited sustainability unless they are
embedded in national policies and institutional cultures.
The ORCA program’s emphasis on ethical research and open access represents an
important step forward, but it has yet to fully integrate broader human rights frameworks
into its curriculum. This gap highlights the need for a conceptual synthesis between open
science and HRE to support long-term cultural change in research systems.
Bringing together the strands of open science and human rights education offers a
promising way forward. While open science emphasizes access and transparency, HRE adds a
normative layer that grounds these practices in democratic values and social justice. The
literature reviewed above indicates that:
Open science tools (e.g., open data, repositories, licensing) are not sufficient unless
researchers are trained in the ethical and civic responsibilities of their work.
HRE frameworks can enhance the legitimacy and societal impact of research by
emphasizing inclusion, accountability, and empowerment.
Regional programs like ORCA must move beyond technical training to embrace these
values through institutional design, curriculum reform, and policy engagement.
The next section explores the theoretical foundations of this integration by analyzing
how freedom of expression, transparency, and academic ethics function as common principles
across both domains.
Human Rights and Research: Theoretical Intersections. This section explores the
theoretical underpinnings of how human rights principles intersect with the ethics, objectives,
and institutional norms of research practices. It identifies three core areas of convergence: (1)
5
Silova, I., & Steiner-Khamsi, G. (2008).
How NGOs react: Globalization and education reform in the Caucasus,
Central Asia and Mongolia
. Kumarian Press.
6
Nazarov, A., & Kurbanov, B. (2022). Academic ethics and institutional reforms in Central Asia: A review.
Central
Asian Journal of Social Research
, 3(2), 55–78.
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academic freedom and freedom of expression, (2) transparency and accountability in
knowledge production, and (3) ethical literacy and civic responsibility in research training.
Academic freedom is a foundational principle for any modern research system and is
directly linked to the right to freedom of expression enshrined in international human rights
law. Article 19 of the Universal Declaration of Human Rights (UDHR) affirms that:
“Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart information
and ideas through any media...”
7
Similarly, the International Covenant on Civil and Political Rights (ICCPR, 1966)
guarantees the right to “seek, receive and impart information and ideas of all kinds.” In the
academic context, this translates into the right of scholars to:
Choose their own research topics without political interference;
Publish their findings without censorship;
Participate in scholarly debate without fear of reprisal;
Collaborate internationally regardless of national boundaries.
These freedoms are not only necessary for scientific progress but also reflect democratic
values such as pluralism, critical inquiry, and evidence-based policymaking. Academic
freedom thus serves a dual function: it is both a human right in itself and a means of
protecting other rights by supporting informed public discourse.
8
In the Central Asian context, however, academic freedom remains limited. Governmental
oversight of universities, informal red lines in political discourse, and limited support for
controversial or interdisciplinary research all constrain the ability of scholars to conduct
independent inquiry. As a result, open science efforts must be rooted in a robust defense of
academic freedom—otherwise, transparency initiatives risk becoming hollow technical
exercises.
Transparency in research is often discussed in terms of data sharing, open peer review,
and access to publications. While these practices are essential for scientific integrity, they also
carry deeper normative implications related to human rights.
The
right to access information
—recognized in Article 19(2) of the ICCPR and various
regional charters (e.g., the Aarhus Convention in Europe)—is crucial for democratic
accountability. Citizens have the right to know how public resources are used, how policies
are formulated, and how research affects their lives. Open science strengthens this right by
making knowledge accessible to all segments of society, especially when publicly funded.
Accountability in research also echoes the human rights principle that those who hold
power (including knowledge producers) must justify their decisions and be subject to
scrutiny. In this context:
Open datasets allow other researchers and the public to verify findings and detect
bias;
Transparent authorship prevents academic fraud and unjustified co-authorship;
Public dissemination of research ensures that marginalized communities can benefit
from scholarly knowledge.
This alignment suggests that research transparency is not only a scientific necessity but
also a human rights imperative. Open science that lacks accountability mechanisms may
inadvertently reinforce inequality by concentrating access in the hands of elites.
7
United Nations. (1948).
Universal Declaration of Human Rights
. https://www.un.org/en/about-us/universal-
declaration-of-human-rights
8
Karran, T., & Mallinson, L. (2017).
Academic freedom in the UK: Legal and normative protection in a comparative
context
.
University
and
College
Union.
https://www.ucu.org.uk/media/8619/Academic-freedom-in-the
UK/pdf/ucu_academicfreedomreport_apr17.pdf
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Human rights education promotes not only knowledge of legal texts but also the
cultivation of ethical reasoning and civic values. In the research domain, this corresponds to
the development of
ethical literacy
—the ability to recognize and respond to moral dilemmas
in academic life.
Ethical literacy includes:
Understanding the principles of informed consent, data privacy, and non-maleficence;
Recognizing the social impact of research and the responsibilities of scholars toward
the communities they study;
Acknowledging and addressing power dynamics in knowledge production, including
gender, ethnicity, and socioeconomic status.
These competencies align closely with the HRE goals outlined by the United Nations,
particularly the focus on “participation, empowerment, and accountability” By embedding
ethical and civic dimensions into research training, universities can produce not only better
researchers but also socially responsible citizens.
For example, a Central Asian student researching education inequality should not only
collect accurate data but also understand the implications of their findings for public policy,
minority rights, and resource allocation. Teaching such awareness requires an
interdisciplinary approach, combining methods from sociology, ethics, law, and political
science.
Moreover, ethical literacy helps scholars resist corrupt practices—such as plagiarism,
ghostwriting, or falsified data—that undermine both academic integrity and public trust. This
is particularly important in environments where institutional corruption remains pervasive.
Human rights law traditionally focuses on civil, political, and economic rights. However,
newer approaches also include the
right to science
(Article 15 of the International Covenant
on Economic, Social and Cultural Rights), which guarantees access to the benefits of scientific
progress and its applications.
This right implies that knowledge production should not be monopolized by
governments, corporations, or elite universities. Instead, it should be open to participation
from diverse actors—including students, marginalized groups, and local communities.
Open science supports this right by:
Enabling citizen science initiatives that involve laypeople in research;
Promoting multilingual access to scientific knowledge;
Encouraging horizontal collaboration across disciplines and institutions.
When combined with HRE, such approaches create a culture of
critical knowledge
production
—where research is not just a technical act but a social one, rooted in justice,
inclusion, and shared responsibility.
The ORCA Program in Central Asia: Progress and Challenges. The
Open(ing) Research
in Central Asia (ORCA)
program was launched in 2021 as a regional initiative aimed at
improving research transparency, promoting ethical standards, and building capacity in social
sciences. Funded by European donors and supported by various academic institutions in
Kazakhstan, Kyrgyzstan, and Uzbekistan, ORCA represents one of the first systematic attempts
to promote open science practices in the region.
The program focuses primarily on four pillars:
1.
Research ethics training
– Including modules on plagiarism prevention,
authorship norms, conflict of interest disclosure, and responsible data management;
2.
Open access and open data practices
– Encouraging researchers to publish in
open-access journals and deposit their data in publicly accessible repositories;
3.
Research visibility and impact
– Offering mentorship and technical support
for publishing in international peer-reviewed journals;
4.
Community building
– Establishing researcher networks through online
platforms, webinars, and regional workshops to strengthen collaboration and peer learning.
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While ORCA is not explicitly framed as a human rights education initiative, its emphasis
on transparency, accountability, and academic freedom directly aligns with international
human rights norms. This intersection creates opportunities to expand its scope and deepen
its societal relevance.
Achievements and Strengths. Despite limited resources and a complex institutional
environment, ORCA has made important contributions to the development of a more open
and ethical research culture in Central Asia. Key achievements include:
Increased awareness of ethical research norms
– Many early-career researchers
have reported, through follow-up evaluations, a significant improvement in their
understanding of research integrity, citation standards, and the importance of transparency in
data collection.
Integration of open access tools
– Through ORCA’s guidance, several universities
have begun experimenting with institutional repositories, open-source referencing software,
and Creative Commons licensing for student theses.
Formation of a regional research community
– One of ORCA’s most important
successes has been the creation of a cross-border network of scholars who continue to
exchange ideas, co-author papers, and critique each other’s work in a constructive and ethical
environment.
Language-inclusive approaches
– Unlike many global programs that focus
exclusively on English-language outputs, ORCA incorporates Russian and national languages,
which is essential for inclusivity and local relevance.
These efforts signal a positive trajectory toward modernizing research practices and
reducing academic isolation in Central Asia.
Despite its progress, the ORCA program faces a number of deep-rooted challenges that
limit its full impact and sustainability. These include:
In many Central Asian institutions, academic relationships remain highly hierarchical.
Senior scholars often dominate research agendas and decision-making, leaving little room for
the creativity and independence of early-career researchers. In such a setting, ethical
breaches such as honorary authorship or suppression of dissenting views can go
unchallenged.
This culture is in direct tension with the values of open science, which rely on
collaboration, transparency, and accountability at all levels. It also undermines the critical
thinking and debate central to human rights education.
Many universities still operate under outdated promotion systems that reward quantity
over quality. Researchers are often pressured to publish in low-quality or predatory journals
to fulfill formal requirements, rather than engaging in ethical, open, and socially relevant
research.
Furthermore, there are few institutional incentives for practicing open science. Access to
international journals, subscription-based databases, or training in FAIR (Findable,
Accessible, Interoperable, Reusable) data principles remains limited. Without strategic policy
reform, such practices are unlikely to become mainstream.
Research in areas deemed politically sensitive—such as human rights, minority issues,
environmental justice, or governance—is often subject to informal censorship or bureaucratic
obstruction. This limits the scope of academic freedom and weakens the role of research as a
driver of democratic dialogue.
In addition, institutional review boards (IRBs) or research ethics committees (RECs) are
often underdeveloped, lacking capacity or independence. This raises concerns about the
robustness of ethical oversight and the protection of research participants’ rights.
While the ORCA program has promoted the use of digital repositories and open
platforms, many Central Asian universities face infrastructural limitations such as:
Unstable internet connectivity in rural regions;
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Lack of institutional servers or data hosting capacity;
Inadequate training in open-source software tools and online collaboration platforms.
These limitations hinder full participation in global open science ecosystems and widen
the digital divide.
While ORCA has focused primarily on improving technical skills and research practices,
the integration of
human rights education (HRE)
could serve as a powerful multiplier effect.
Embedding HRE into the ORCA framework would help:
Foster a value-based research culture
– Shifting focus from compliance to
commitment, where researchers understand why ethical behavior and transparency matter
for democratic societies.
Empower students and young researchers
– By linking open science to civic
engagement, critical thinking, and advocacy for marginalized groups, students would see
themselves as agents of change, not just data producers.
Link research to social justice goals
– By highlighting the social relevance of
research (e.g., in health equity, environmental protection, or education access), ORCA can
position itself as a platform for inclusive development.
Strengthen institutional resilience –
Programs rooted in human rights norms are
more likely to resist political pressures and protect academic freedoms over time.
To unlock this potential, ORCA would need to expand its curriculum, deepen
partnerships with law and education faculties, and adopt interdisciplinary modules that
connect research ethics with global human rights standards (e.g., UN Sustainable
Development Goals, UNESCO Education for Sustainable Development framework).
Open Science as a Vehicle for Human Rights Education. This section outlines how open
science can be strategically mobilized to promote human rights education (HRE) within
academic institutions, particularly in the context of Central Asia. It focuses on three key
pathways: (1) curriculum development and pedagogy, (2) institutional infrastructure and
governance, and (3) international cooperation and partnerships. These pathways not only
enhance the technical and ethical dimensions of research but also contribute to the broader
goals of civic empowerment, social justice, and democratic participation.
Open science and HRE intersect most directly in the realm of academic curriculum and
teaching practices. Integrating both concepts into university-level instruction enables the
formation of students who are not only methodologically rigorous but also ethically and
socially conscious.
Traditional research methods courses often focus on technical skills—sampling,
statistics, data analysis without addressing the broader ethical and societal responsibilities of
researchers. By embedding HRE components into such courses, universities can foster critical
reflection on the implications of research in areas such as human rights violations,
marginalization, or misinformation.
For example, a module on qualitative methods could include a case study on researching
survivors of domestic violence, with a discussion on informed consent, power dynamics, and
legal safeguards.
Incorporating key HRE concepts—such as participation, non-discrimination,
transparency, and accountability-into data collection and interpretation processes ensures
that research is conducted with respect for human dignity.
9
Universities can also develop
interdisciplinary courses that combine human rights law, data ethics, and open science. A
course titled “Data, Rights, and Justice,” for example, could explore how algorithms reproduce
social biases or how data transparency supports anti-corruption efforts.
9
UNESCO. (2011).
UN Declaration on human rights education and training
. https://www.ohchr.org/en/instruments-
mechanisms/instruments/declaration-human-rights-education-and-training
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Such interdisciplinary approaches have already been implemented in European and
North American universities and can be adapted for Central Asia through partnerships and
contextualization.
10
Human rights education encourages students to engage in socially relevant research.
Open science practices—such as publishing preprints, using open-source survey tools, and
sharing findings with local communities—can enhance both the visibility and impact of
student work.
A pilot at Nazarbayev University in Kazakhstan showed that student capstone projects
published on open platforms received feedback from civil society actors and even led to policy
discussions on environmental justice.
11
Institutional Infrastructure and Governance Reform. For open science to function as a
platform for human rights education, it must be supported by robust institutional
frameworks. This includes the development of ethical oversight mechanisms, digital
infrastructure, and inclusive governance systems.
Most Central Asian universities lack fully functional Institutional Review Boards (IRBs).
Where they exist, these boards often focus narrowly on biomedical research and overlook
human rights dimensions such as the protection of vulnerable populations or freedom from
coercion.
A rights-based ethics committee would review research proposals not only for
methodological soundness but also for their compliance with international human rights
standards.
12
For instance, research on ethnic minorities must account for informed consent,
cultural sensitivity, and risks of stigmatization.
Institutional repositories—online platforms for archiving theses, datasets, and working
papers—can be designed as tools for civic education. If repositories are multilingual, open
access, and equipped with search engines organized by SDGs (Sustainable Development
Goals), they become a public good that supports local governance, media, and non-
governmental organizations.
13
Furthermore, by requiring metadata that includes ethical approval codes, licensing
status (e.g., Creative Commons), and human rights relevance, these repositories model
transparency and accountability.
Many current performance evaluation systems reward publication volume rather than
societal relevance. A human-rights-aligned research culture would instead recognize scholars
who work on underserved communities, advocate for academic freedom, and share results
with affected stakeholders.
14
Universities could adopt open dashboards that show not only citation counts, but also
indicators such as engagement with civil society, diversity of authorship, or research
addressing vulnerable populations.
International academic partnerships are essential for expanding open science and
human rights education in Central Asia. These collaborations can provide technical resources,
shared platforms, and intercultural dialogue.
10
Gewirtz, S., Cribb, A., & Mahony, P. (2018).
Education, justice and the human good: Fairness and equality in
education
. Routledge. https://doi.org/10.4324/9781315697642
11
ORCA. (2023).
Annual Report 2022–2023: Strengthening research ecosystems in Central Asia
. Open(ing) Research
in Central Asia Initiative. https://orca-project.org/reports
12
Resnik, D. B. (2015).
What is ethics in research & why is it important?
National Institute of Environmental Health
Sciences. https://www.niehs.nih.gov/research/resources/bioethics/whatis/
13
European Commission. (2020).
European Open Science Cloud: Strategic implementation plan
.
https://ec.europa.eu/digital-single-market/en/news/european-open-science-cloud-strategic-implementation-plan
14
Karran, T., & Mallinson, L. (2017).
Academic freedom in the UK: Legal and normative protection in a comparative
context
. University and College Union. https://www.ucu.org.uk/media/8619/Academic-freedom-in-the-
UK/pdf/ucu_academicfreedomreport_apr17.pdf
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Programs like the
Erasmus+ Capacity Building in Higher Education
initiative have
demonstrated that twinning institutions in Europe and Central Asia can lead to structural
reforms in curriculum, administration, and accreditation. Such models could be applied to
integrate open science and HRE into Central Asian universities through co-taught courses,
dual degrees, and visiting professorships.
Platforms such as
OpenAIRE, CORE,
and the
Directory of Open Access Journals
(DOAJ)
offer Central Asian scholars opportunities to publish, share, and discover research
aligned with international standards. More importantly, they promote the values of open
access, multilingualism, and ethical compliance.
15
Partnerships with these platforms could include translation grants, technical
workshops, and infrastructure support for local data repositories.
International donors (e.g., USAID, GIZ, World Bank) have increasingly recognized the
link between research transparency and democratic governance. By funding open science
initiatives that include explicit HRE components—such as civic training, rights awareness, and
policy engagement—they can maximize the developmental impact of research investment.
16
For example, integrating HRE modules into research funding requirements ensures that
grantees are accountable not only to academic reviewers but also to societal needs.
Building Synergies: Models of Integration. While both open science and human rights
education (HRE) are recognized as crucial pillars for democratic knowledge societies, their
operational integration within higher education institutions remains underdeveloped,
especially in Central Asia. This section proposes conceptual and practical models for aligning
open research infrastructures with HRE frameworks. Drawing from international examples
and policy tools, it explores how universities, research institutions, and governments can
institutionalize synergies between these two agendas.
Studying comparative international experiences reveals several institutional
arrangements where open science and human rights education are meaningfully linked. These
cases offer valuable lessons for Central Asian universities.
The University of Cape Town has implemented a combined initiative involving its
OpenUCT
repository and its
Law Faculty’s Human Rights Advocacy Unit.
Researchers are
encouraged to publish open-access papers that address issues such as inequality,
environmental justice, and gender-based violence. The institution has also made HRE training
compulsory for postgraduate researchers.
This model demonstrates that open repositories can serve not only as knowledge
archives but as
instruments of social justice
when strategically aligned with rights-based
themes.
17
The SPHERE (Support and Promotion for Higher Education Reform Experts)
project, co-funded by the European Commission, has supported integration of HRE themes
into university governance. This includes reforming research governance systems to include:
Gender equality monitoring in research teams;
Open data on student and faculty grievances;
Training in academic freedom and whistleblower protections.
Such measures demonstrate how governance and transparency tools from open science
can reinforce rights-respecting institutional cultures.
In Latin America, especially in Chile, Colombia, and Argentina, open science movements
are closely tied to post-dictatorship transitions and civil society demands for transparency.
15
European Commission. (2021).
Erasmus+ Programme Guide
. https://erasmus-plus.ec.europa.eu/document/erasmus-
programme-guide
16
Bajaj, M. (2011). Human rights education: Ideology, location, and approaches.
Human Rights Quarterly
, 33(2), 481–
508. https://doi.org/10.1353/hrq.2011.0029
17
Maron, N. L., Smith, K. K., & Loy, M. (2013).
Sustaining our digital future: Institutional strategies for digital
content
. Ithaka S+R. https://doi.org/10.18665/sr.22545
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Platforms such as
La Referencia
not only support open access but also link research outputs
to public interest litigation and participatory budgeting processes.
18
This politicized model illustrates the potential for open science to support
grassroots
rights advocacy,
especially when tied to participatory mechanisms and local knowledge
systems.
Conclusion.
This article has argued that the principles and practices of open science—
transparency, inclusiveness, collaboration, and accountability—are inherently aligned with
the normative and pedagogical goals of human rights education. When fused strategically,
they can produce a new kind of research culture: one that is not only methodologically
rigorous but also ethically responsible and socially transformative.
In particular, the article has shown that:
Academic freedom and freedom of expression,
as enshrined in international
human rights law, are foundational for both meaningful research and effective civic
participation;
Transparency and access to knowledge,
through open access repositories, open
data initiatives, and inclusive peer review, are essential tools for enabling public
accountability and fostering democratic dialogue;
Ethical literacy and civic responsibility
must be embedded into research training
programs to ensure that scholars understand the broader social and political implications of
their work.
The ORCA (Open[ing] Research in Central Asia) program, while not originally designed
as a human rights initiative, offers a powerful entry point for mainstreaming these values into
academic practice. Its success in building regional research capacity, fostering ethical norms,
and promoting open access can be amplified by incorporating explicit HRE components.
For post-Soviet societies in transition, where authoritarian legacies, centralized
governance, and underdeveloped civil society remain prominent, the alignment of open
science and human rights education is not a luxury—it is a necessity.
From a democratic perspective,
such integration strengthens the ability of
universities to serve as spaces of independent thought, dissent, and innovation.
From a development perspective
, it enhances the relevance and utility of research in
addressing pressing social, economic, and environmental problems.
From an institutional perspective
, it builds resilience against academic corruption,
political interference, and global marginalization.
Moreover, such integration fosters intergenerational change. Today’s students, trained
under an ethics-based, rights-conscious research model, are tomorrow’s educators, policy-
makers, and leaders. Their capacity to apply rigorous, open, and justice-oriented research in
governance, law, education, or technology will be critical to shaping the region’s democratic
and developmental trajectories.
Challenges and Considerations. Of course, integration is not without obstacles. The
article has identified persistent barriers such as:
Entrenched academic hierarchies that resist change;
Weak institutional incentives for rights-based and open research;
Limited digital infrastructure in rural or under-resourced institutions;
Policy fragmentation across education, science, and justice sectors;
Risk of superficial compliance rather than meaningful transformation.
Addressing these challenges requires deliberate and sustained efforts from all
stakeholders—governments, universities, civil society, and international donors. It calls for
18
Require open access publication and community dissemination as conditions for funding (Chan, 2016).
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moving beyond donor-driven technical projects toward long-term institutional reform rooted
in normative principles and inclusive governance.
Looking ahead, a long-term vision for Central Asia’s academic transformation must
prioritize the creation of
rights-literate, ethically grounded, and publicly engaged
research ecosystems
. This entails:
National strategies that place open science and HRE at the core of education and
innovation policy;
Universities as model institutions of democratic culture and critical inquiry;
Researchers as public intellectuals committed to transparency, accountability, and
human dignity;
Students as empowered agents of change with the tools to think independently, act
ethically, and engage globally.
Ultimately, the integration of open science and human rights education is more than a
technical exercise—it is a
normative commitment
to shaping a future where knowledge
serves justice, inquiry supports empowerment, and science strengthens freedom.
Such a future is not only desirable—it is possible, and with careful planning, political
will, and sustained collaboration, it is within reach.
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