Since the 1970s, one of the critical discourse strands surrounding schools has been shaped by the view that students can no longer be expected to "passively" consume content, as is often the case with traditional frontal teaching or teaching to the test. Empirical studies show that this type of instruction often diminishes students' curiosity and motivation. Open learning seems to be an adequate response to these challenges. However, there is a growing number of educational positions that raise concerns about the effectiveness of this form of learning, suggesting it may not be as impactful as hoped. Although this approach places students more at the center of attention, it has been criticized for leaving learners to their own devices. This volume addresses the outlined issues and identifies condition factors derived from practical experience.