There are cases where a reader who performs well offline appears to perform poorly online, and vice versa. In other words, we can no longer expect that a standardized test of a student's offline reading comprehension ability (ORCA) will accurately measure the important abilities that affect their performance in online reading.

This paper explores the intersection between research development initiatives in Central Asia—particularly the ORCA (Open(ing) Research in Central Asia) program—and the international standards for promoting human rights education. While ORCA focuses on fostering research ethics, data transparency, and open access in economics and social sciences, this study argues that embedding international human rights education standards into these efforts can serve as a catalyst for broader democratic engagement and civic empowerment. The article analyzes how the creation of a research-literate academic community based on principles of open science can promote freedom of expression, academic freedom, and access to knowledge, which are core pillars of human rights education under UNESCO and UN frameworks.