Massive Open Online Courses (MOOCs) for Ethiopian Educators: Evaluating MOOCs as a global development tool

Abstract

This study examines how global educational technologies interact with local development priorities through the lens of Massive Open Online Courses (MOOCs) in Ethiopian higher education teacher training. While digital learning platforms promise to democratize education globally, their effectiveness depends critically on alignment with local institutional contexts and development needs. Using survey data from 164 educators across 15 public universities, we investigate how institutional contexts shape technology integration patterns. Our analysis, integrating development theory with technology acceptance models, reveals three critical dimensions: the gap between awareness and participation reflects broader implementation challenges; previous experiences with development initiatives significantly influence adoption patterns; and state support proves crucial for enabling participation. While MOOCs offer potential for professional development in resource-constrained contexts, their effectiveness depends on complex interactions among infrastructure quality, institutional capacity, and material conditions. These findings contribute to the theoretical understanding of how global technological innovations interact with local institutional contexts to produce varied development outcomes, while offering practical insights for educational technology implementation in the Global South.

Keywords

• Massive Open Online Courses
• Global Development
• Ethiopia
• Higher Education Teachers
• Educational Technology
• Local-Global Interface