Moocs as virtual teaching and learning environments: a sustainable educational technology perspective
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The growth of Massive Open Online Courses (MOOCs) has transformed the dynamics of contemporary digital education, providing flexible, open, and global learning opportunities. However, their technological, pedagogical, and environmental sustainability remains a major challenge for educational institutions. This study aims to analyze MOOCs as virtual teaching and learning environments from a sustainable educational technology perspective, integrating principles of accessibility, inclusion, and energy efficiency. The research followed a qualitative-documentary approach, based on a theoretical review and comparative analysis of open and closed platforms, as well as a synthesis of theoretical contributions on educational sustainability and digital teaching competencies. The results reveal that sustainability in MOOCs requires a balance between technological innovation and pedagogical responsibility, highlighting the relevance of open-source software, Open Educational Resources (OER), and teacher training in digital ecopedagogy. It is concluded that sustainable MOOCs constitute a strategic alternative for promoting open, equitable, and environmentally responsible education, aligned with UNESCO’s Sustainable Development Goals.
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