Between Local and Global: A Qualitative Exploration of Indian Learners' Experiences in International MOOCs

Massive Open Online Courses (MOOCs) have opened doors for millions to access world-class learning, but the realities of how Indian learners experience these platforms often remain hidden behind enrollment statistics. This study looks beyond numbers to understand the lived experiences of Indian learners participating in international MOOCs. Guided by Hofstede’s cultural dimensions and Siemens’ connectivism, we explored how local educational backgrounds shape the way learners engage with global content. Using semi-structured interviews with 62 learners from across India, along with insights from five educational technology experts, we uncovered a mix of opportunities and challenges. Learners valued the flexibility, global exposure, and skill-building opportunities MOOCs offer, yet often struggled with language barriers, culturally distant examples, and a lack of locally relevant support. Many expressed that meaningful peer interaction and contextualized resources were crucial to sustaining motivation. Building on these insights, the study proposes a culturally responsive design framework for MOOCs—integrating localized examples, multilingual resources, and collaboration spaces tailored to Indian contexts. The findings speak to a larger conversation on balancing the reach of global education with the depth of local relevance, offering practical pathways for educators, course designers, and policymakers committed to inclusive online learning.