Digital learning revolution: MOOCs as a viable alternative to university education

Abstract

The article examines the role of Massive Open Online Courses (MOOCs) in the professional activities of university teachers in Ukraine, particularly in the context of digital transformation and the disruption of traditional educational processes due to wartime conditions. The need for flexible, accessible, and resilient educational solutions has become increasingly important to sustain teaching and learning despite various institutional, infrastructural, and geographic challenges. Special attention is paid to the possibilities of translating the theoretical potential of MOOCs into practical language teaching, including their use for developing communicative competence, improving teachersʼ digital pedagogy, and enriching foreign language courses through authentic multimedia content, interactive tasks, and self-paced learning modules.

The study aims to explore the attitudes of Ukrainian university educators toward the use of MOOCs, identify the factors influencing their adoption, and assess how MOOCs contribute to professional  development and the modernisation of higher education by outlining concrete ways MOOCs can be embedded into blended and language-oriented instructional models. A mixed-methods approach was employed, which combined an online survey with qualitative feedback to gather both quantitative data and deeper insights into educatorsʼ experiences. The results indicate that most respondents are aware of major MOOC platforms and actively utilize them for professional development. Educators recognize several advantages of MOOCs, including flexible scheduling, access to high-quality materials, opportunities for independent learning, and exposure to global expertise. They also noted that MOOCs aid in the development of digital skills and support innovative teaching practices. However, various barriers were identified, such as limited time resources, inconsistent digital infrastructure in certain areas, inadequate institutional support, and a lack of clear recommendations for integrating MOOCs into formal curricula. The study concludes that MOOCs have considerable potential to enhance the resilience and adaptability of higher education in Ukraine. Effective integration of MOOCs requires coordinated institutional policies, methodological guidance, professional development initiatives, and ongoing investment in digital infrastructure. The findings contribute to a better understanding of educatorsʼ digital practices and highlight strategic directions for improving the role of MOOCs in modern higher education.