This research-to-practice full paper proposes a structured approach to cooperatively develop, review, and employ open educational resources (OER) for pre-service teachers with a focus on computer ethics and digital competences. The rapidly progressing digital and social transformation requires students as well as teachers and staff to adapt their teaching and learning. While this holds true for the vast majority of educational contexts, (pre-service) teachers are particularly challenged in acquiring digital skills and almost at the same time passing on the respective knowledge and digital skills to their students. Understandably, pre-service teachers long for reliable, easily accessible resources that they could use in class to effectively support them in preparing their students for their future jobs and lives. After discussing the state of the art on the development and quality assurance of open educational resources (OERs), the current paper is going to present the authors' student-centered approach to developing OERs on computer ethics with a particular emphasis on including students in all phases of the development and testing of the OERs. This includes sparking students to measurably advance their digital competences (based on the definition of the Digital Competence Framework for Citizens "DigComp 2.2" developed by the JRC of the EU Commission). In order to provide accessible, high-quality resources, the focus will be on presenting the student-centered quality assurance approach we practiced while testing the OERs in class and improving them based on (secondary-level) students' feedback. Methodologically, this paper employs the cyclic participatory research approach, which involves analyzing students' reflections and feedback, the researcher's personal observations throughout the process, the feedback of secondary level students during the pilot testing in the classroom, as well as the perceptions of the master students implementing the OERs in a lesson in class. Results: This study presents a set of Open Educational Resources (OERs) developed in a student-centered manner, specifically designed to meet the needs of pre-service and early career teachers. The OERs have been revised based on the concrete teaching experience of pre-service teachers in the classroom, making them highly usable, reusable, and adaptable to particular teaching and learning situations. The OERs are intended to be clearly specified, making them open to translation and adaptation for learners at different levels of education and learners with special needs, e.g. by using generative AI-tools. Besides presenting a selection of concrete OERs for reuse in computer ethics and related courses, the paper suggests and reflects a genuinely student-centered process of developing, evaluating, and improving OERs. It aims to inspire educators, staff, educational researchers, course designers, administrators, (pre-service) teachers and interested tertiary-level students to constructively and collaboratively engage in a learner-centered development of OERs and thereby support our society's learning and democratic living with the digital transformation.

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