Assessing MOOC Courses and its Impact on Sustainable Development among Higher Education Teachers

In order to improve teachers’ performance on technological advancement in higher education institutions, this research aims to better understand the MOOC Courses and their impact on sustainable development among higher education teachers. Through the use of an online questionnaire with two scales and identification questions, this study adopted a quantitative methodology. 145 respondents were chosen at random from the workforce and management of these institutions to make up the sample. The results gathered via the questionnaire were examined with statistical tools like descriptive statistics and SEM Model. Teachers from both private and government sector colleges are taken into consideration as a sample for this study. According to the findings, 76 of them are male and 89 are female; also, the majority of the respondents range in age from 20–30, who happen to total 59, which clearly shows that the teachers are in the early stages of their careers. Adapting MOOC Courses is facilitated by the habit of self-development and an inner drive to learn something new. However, inner drive alone cannot have an impact. The teachers’ skill gap prevents the inner urge to adopt MOOC Courses and results in their inability to learn through a new medium. It is vital to advocate for the involvement of teachers who will lead the change process in the implementation processes in order to boost the productivity of institutions.