Information technology (IT)-enabled, educational practices and open learning approaches are starting to transform traditional educational institutions. In particular, the use of digital platforms to engage both learners and educators in the process of knowledge co-creation and sharing is growing under the name of “crowdsourcing for education”. Although practitioners have started to develop an intuitive understanding of the particular use of crowdsourcing in and for education, we are lacking a coherent and comprehensive conceptualisation of the phenomenon. To address this void, we first provide a literature review of the emerging inter-disciplinary work on this topic based on which, we develop a theoretical conceptualisation of crowdsourcing for education. More specifically, we assess the fundamental philosophical views and assumptions that underlie the reviewed literature. After identifying and critically assessing three philosophical views (i.e., the entitative, process and practice views), we argue that a “strong” philosophical practice perspective provides the most promising theoretical foundation. Based on practice theory, we then define and conceptualise crowdsourcing for education in a coherent and comprehensive manner, re-analyse a well-documented case of crowdsourcing for education, and propose a research agenda for this new form of crowdsourcing.