Analyzing the integration of Moocs into educational practice

Insights from the AshykBilim platform

Bibliographic Data

ID22166289
AuthorsNazira Ospanova (S. Toraighyrov Pavlodar State University), Akerke Akanova (S.Seifullin Kazakh Agro Technical University), Aizhan Kairbayeva (S. Toraighyrov Pavlodar State University), Nurgul Tokzhigitova (Toraighyrov University), Н К Токжигитова (0000-0003-3777-6454, S. Toraighyrov Pavlodar State University), Saduakas Baizhumanov (Toraighyrov University), Садуакас Байжуманов (0000-0001-5609-3697, S. Toraighyrov Pavlodar State University), Raushan Kuanysheva (Toraighyrov University), Р С Куанышева (0000-0001-9135-2156, S. Toraighyrov Pavlodar State University), Meirbek Beisenov (S. Toraighyrov Pavlodar State University)
Year2026
Volume11
Publication date2026-04-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1827321
OpenAlexW7155544565
LanguageEN
References cited22

The massive open online course (MOOC) movement gained particular prominence during the COVID-19 pandemic, serving as a key instrument for knowledge transfer and ensuring the continuity of the educational process. The aim of this study is to identify and analyze faculty attitudes toward the use of the AshykBilim platform. The term «AshykBilim» derived from the Kazakh language, means «Open Education». A total of 28 instructors participated in the study. The primary motivations for faculty engagement in developing and delivering courses on the AshykBilim platform include the desire to share professional knowledge and experience, to gain pedagogical and methodological expertise that enhances the effectiveness of face-to-face teaching, to strengthen professional visibility, and to receive financial incentives. Both qualitative (content analysis) and quantitative methods were employed to analyze the respondents’ answers. The study examined several factors, including instructors’ perceptions of the significance and potential of MOOC practices, directions for their further development, motivations for designing and delivering online courses, characteristics of instructional materials used, and the extent to which acquired experience is transferred into formal education courses. A survey was conducted to evaluate MOOCs on the AshykBilim platform from the instructors’ perspective, including aspects such as the integration of learners with diverse social and educational backgrounds, flexibility in learning schedules, and system usability. In particular, the study highlights the need to strengthen institutional support, increase recognition and visibility, and promote the formal acknowledgment of learning outcomes through equivalency and official certification in Kazakhstan. The findings indicate that instructors perceive MOOCs on the AshykBilim platform as an important component of the digital transformation of education, encompassing asynchronous learning formats, interactivity, blended and student-centered approaches, knowledge assessment, and content development. To support the effective operation of the platform, a regulatory framework has been developed, defining platform usage, role distribution, user support, and integration with the curriculum

Certification · Higher education · Knowledge transfer · Massive open online course · Open Educational Resources · Perception · Educational Leadership and Innovation · Online Learning and Analytics · Technology-Enhanced Education Studies

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