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 their potential for professional development and pedagogical innovation. Ukrainian university educators generally perceive MOOCs positively, valuing their accessibility and flexibility in acquiring new knowledge and enhancing digital competencies, especially amid current geopolitical and infrastructural challenges. From the perspective of language education, MOOCs can be effectively used to support blended learning models, develop studentsʼ receptive and productive language skills, expand exposure to authentic professional discourse, and foster learner autonomy through independent online practice. The study reveals a strong awareness of MOOC platforms and highlights existing challenges related to institutional frameworks and methodological support. Addressing these challenges would allow language teachers to systematically integrate MOOCs into syllabi, align online course outcomes with learning objectives, and use external platforms as a meaningful extension of classroom-based language instruction. Overall, MOOCs present valuable opportunities for international collaboration and skills enhancement, contributing to the modernisation of educational practices. With appropriate support, they could become essential to professional development and curricular innovation, bolstering the resilience and competitiveness of Ukrainian universities. Future research should focus on student perspectives and effective integration models tailored to specific disciplines.