This contribution outlines the motivation, objectives, methods, and ongoing findings of a doctoral thesis pursued to obtain a Ph.D. in Education at the National University of Buenos Aires, Argentina. Engineering programs face significant tensions and changes, prompting institutions to design creative and effective responses to evolving conditions and societal expectations. In Argentina, the Open Access initiative has catalyzed transformations in how researchers and educators create, preserve, and disseminate knowledge. These challenges have led international engineering schools to examine the openness of their undergraduate programs and its impact on teaching practices by means promoting of Open Educational Practices. Despite extensive international research on these topics, evidence of similar studies in Argentina—particularly in Engineering Education—remains scarce. The thesis investigates whether Open Educational Practices can foster collaborative models, such as Professional Learning Communities among faculty, to facilitate the creation and (re)use of Open Educational Resources in engineering programs. Additionally, it seeks to evaluate their potential to enhance teaching practices and develop new competencies at the National Technological University, Buenos Aires. The study further examines the feasibility and implications of promoting these practices through appropriate policies and strategies. Initial findings, derived from a Systematic Literature Review, indicate that Latin American STEM institutions are exploring openness and gaining insights into its impact on teaching practices and educational programs. The next research phases will focus on deepening qualitative knowledge through selected case studies and implementing and assessing a pilot Open Educational Practices initiative at the National Technological University, Buenos Aires.