Remote areas with technological, environmental, and human barriers to education lack the innovative
practices to provide sustainable, consistent, and meaningful resources and training for educators.
Stakeholders, including investors, organizations, leaders, administrators, teachers, students, and
communities benefit from effective research-based strategies that limit the barriers and empower
new generations of educational inputs and outputs, citizens of the global community. This research
examined the effectiveness of an innovative approach combining concept, software, and hardware to
deliver teacher professional development. A quantitative, relational, non-parametric design reported
a significant increase in personalized professional development using open educational resources
and a content access point. This study established a relationship between the variables and moved
the research community forward toward causal evidence for innovative educational practices.
Keyword(s) : open learning
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts
Non-formal and lifelong learning play a critical role in self-development and mastering the
knowledge and skills demanded by an ever-changing world. This review examines the ways in which
open and distance learning methods and technologies are being used to provide such non-formal
learning in the developing countries to reduce inequality, provide education for all and ensure
sustainable development. Having considered the main trends and possibilities in these contexts, it
speculates on the possible applications of these methods and technologies in support of the social
and economic development of Russian society.