While the wave of scientific reform is influencing scientific practices and norms globally, the current model of higher-education is largely outdated with respect to open science. Most best practices encourage higher standards for quality of evidence or accessibility of research outputs (such as articles, code, research materials, etc.) but fail to address how we teach, mentor, and supervise students through open science in higher-education. By overlooking the opportunity to reshape the future generation of researchers and consumers of science, we undermine the goal towards permanently redressing perverse academic incentives and research evaluations that undermine research quality. Furthermore, we would fail to generate a conversation about the ethics and social impact of a higher-education focused on openness, epistemic uncertainty, and research credibility as well as miss the opportunity to respond to calls to consider open science as inclusive open science. The integration of open science into higher-education should not be seen as an additional layer to existing proposals for reform but rather one that can unite them, and whose downstream consequences more clearly benefit the public at large (and not exclusively researchers). To truly improve research practices, open science must be integrated fully into teaching and mentoring practices as an academic norm. This includes the need for curricular reform, development of new methods of education, addressing questions around how open scholarship practices relate to social justice and inclusive practice—all of which can benefit from Big-Team and Citizen science norms and best practices. In ignoring the untapped potential of Big-Team science to address educational and pedagogical needs, we are overlooking the opportunity to reshape the future generation of researchers and consumers of science towards a truly sustainable, bottom-up, and permanent transformation. We propose that Big-Team Science can be of service of open science’s sustainability—i.e., pedagogical reform towards the integration of open science principles into the prototypical courses across STEM, social-sciences, and the humanities, including diversity, equity, inclusion and accessibility—and has the potential to be fundamental to improve future research practice and culture. In this symposium, we present initiatives of the Framework for Open and Reproducible Research Training (FORRT) which addresses the underappreciated pedagogical aspect of open and reproducible science using Big-Team Science approaches to mitigate teachers’ and researchers’ time constraints in developing course and peer-to-peer training materials as well as improving their research practices. We will provide an overview of FORRT’s projects, which will be followed by a deep-dive into 4 projects we will work on during 2022: the ‘Landscape of Open Science Literature’ project aiming to provide a large-scale picture of the extant literature; the Neurodiversity’s project on Bridging the Movements of Neurodiversity and Open Science with Big-Team Science approaches; the Reversals project which aims to catalogue replications in the social sciences in a didactic manner to foster integration of replication into the curricula; and the ‘Pedagogies’ project, which aims to shine light into the invisible work of excellent educators and their successful practices.