Open education, social capital and territorial justice: Challenges and opportunities from the case of Coimbra (Portugal)

Inclusive, equitable, and quality education is essential for ensuring lifelong learning opportunities. In this context, open science emerges as a critical opportunity to democratize knowledge, promote collaboration, and facilitate access to educational resources, particularly within digitally inclusive scenarios. This article analyzes how cultural and social capital influence educational trajectories, exploring how open science can contribute significantly to educational equity in territorial contexts marked by social and spatial inequalities. Using the municipality of Coimbra (Portugal) as a case study, the research integrates statistical, cartographic, and georeferenced data to identify spatial patterns of educational failure and examples of educational resilience. Grounded theoretically in the works of Pierre Bourdieu, James Coleman, and Robert Putnam, and methodologically guided by open science principles—including open data, participatory mapping, open pedagogy, and digital technologies—the study highlights the importance of territorially sensitive approaches to education. It emphasizes intersectoral collaboration among educational communities, local institutions, and accessible data platforms as essential mechanisms to promote educational success and equity. The results reinforce that investing in open science contributes directly to achieving Sustainable Development Goal 4 - quality education for all -, suggesting innovative pathways for educational justice, particularly in urban contexts marked by inequalities. Ultimately, the article calls for public policies and educational initiatives rooted in open science principles, emphasizing interconnected approaches linking education, social equity, innovation, and territorial cohesion.