Female employees’ skill development through learner-centered MOOC-based learning: a comprehensive qualitative study

Purpose This study aims to explore the factors contributing to the popularity of learner-centered massive open online courses (MOOCs) among female employees in Bangladesh, employing interpretative phenomenological analysis to discover their perspectives on the evolving learning and development practices within organizations. Design/methodology/approach This qualitative study utilized interpretative phenomenological analysis to extract themes from semi-structured interviews. Primary data collection involved an initial online survey with forty-three respondents, focusing on those with one to three years of work experience and completion of at least two MOOC courses. Purposive sampling identified twenty-seven female participants from various industries. Findings The research investigates how global crises have impacted workplace norms, emphasizing the vital role of learner-centered online learning tools such as MOOCs in skill development during challenging times. Interviews reveal the transformative potential of online platforms in fostering career growth and continuous improvement. Identified challenges encompass outdated management frameworks, while prospects within the “future of work,” such as remote work and digitalization, offer avenues for growth. The dynamic evolution of employability skills underscores the necessity for adaptability and proactive learning tactics in navigating the current job market landscape, amidst the dual challenges and opportunities precipitated by the COVID-19 pandemic. Originality/value This research revealed the distinctive hurdles faced by female employees in a developing nation, offering valuable insights into how changing workplace norms and skill development efforts intersect.