Teacher’s perceptions of MOOCs: Implications for inclusive teaching and learning practices

Abstract

Teachers in South Africa frequently report feeling inadequately prepared to implement inclusive pedagogical practices due to limited specialised training in inclusive education. Existing evidence further suggests that most teachers remain hesitant to teach learners with disabilities because they perceive themselves as lacking the specialised skills and resources required. Consequently, insufficient professional training continues to constrain the effective implementation of inclusive education within diverse classroom contexts. In response to these challenges, this study explores teachers’ perceptions of Massive Open Online Courses (MOOCs) as a professional development intervention within a teacher professional development model. The study further assesses how MOOCs may empower educators to foster inclusive education practices in South African schools. A qualitative approach was adopted, involving in-depth individual interviews with six teachers who engaged with MOOCs related to inclusive education. Findings from thematic analyses indicate that MOOCs significantly motivated educators to cultivate positive attitudes toward implementing inclusive education practices. The knowledge acquired through these courses also inspired teachers to integrate online methodologies into their instructional approaches. The study concludes that MOOCs hold significant potential as accessible and flexible professional development tools for strengthening inclusive pedagogical practices. Policy implications are discussed.