Sustainable Distance Education for All: A Mixed-Methods Study on User Experience and Universal Design Principles in MOOCs

Abstract

Massive Open Online Courses (MOOCs) serve as catalysts for sustainable education by democratizing access to lifelong learning. While this potentially positions them as a key driver of the United Nations Sustainable Development Goal 4 (SDG 4), their long-term impact depends heavily on the implementation of inclusive design and ethical governance. This study evaluates the social sustainability of the AKADEMA platform—defined through equity of access, institutional trust, and long-term learner retention—using Badrul Khan’s e-learning framework. Employing a multi-layered mixed-methods design, the study triangulates subjective user perceptions—gathered via quantitative surveys (N = 209; a convenience sample of 6140 contacted users) and qualitative insights (n = 122)—with objective structural evidence from a technical accessibility audit. Although the results indicate high satisfaction with pedagogical quality, the findings reveal specific structural nuances regarding platform inclusivity and user diversity. Specifically, data triangulation highlights a notable ‘privacy awareness gap’—where working professionals demonstrate higher sensitivity regarding data governance than learners—alongside structural barriers hindering ‘Universal Design’ for learners with disabilities. Consequently, to strengthen the sustainability of open education models, future strategies should emphasize digital equity and institutional trust, ensuring that technical environments align with the promise of inclusive quality education.