SDG 4 and Program inclusive credit-based MOOCs in Higher Educational Institutions of India (HEIs); Students’ perspective


  • Amardeep Singh G.D Goenka University, Sohna, Gurugram, Haryana, India
  • Dr. Karina Bhatia Kakkar G.D Goenka University, Sohna, Gurugram, Haryana, India


MOOCs; Blended; E-learning; Credit; Program; Online


The united nations in its agenda 2030 about sustainable development, has listed quality education as a Special Development Goal (SDG) 4. The National Education Policy (NEP) 2020, aims at achieving a 50% Gross Enrolment Ratio by 2030 and for this India requires more than 3 million additional teachers. To ensure equity and access to quality education, the University Grants Commission (Credit Framework for Online Learning Courses through Study Webs of Active Learning for Young Aspiring Minds) Regulations, 2021 have allowed Higher Educational Institutions (HEIs) to offer 20% to 40% of the courses of the program through credit-based massive open online courses (MOOCs). Though students’ perspective of MOOCs and other e-learning models has been in focus since the last decade, there is still a paucity of studies on program inclusive credit-based massive open online courses. This research is a novel attempt to investigate the student’s perspective on credit-based program inclusive MOOCs. Based on the existing theory, a proposed conceptual model has been tested by applying model fit indices. The measurement model has been tested by applying confirmatory factor analysis (CFA) and a structural model by applying path analysis and structural equation modeling (SEM). Specifically, the impact of course content, instructional language, and learning outcomes has been analysed on student preference for credit-based MOOCs. Additionally, the impact of assigning credit to MOOCs on self-efficacy has also been examined.