Abstract
Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.
Highlights
Education is both a human right and a force for sustainable development and peace [1]
massive open online course (MOOC) are described according to typology, definitions, and numbers
Downes [14, 15] later argued that every letter in the abbreviation MOOC could be negotiated (Figure 1), and the concept has evolved over time
Summary
Education is both a human right and a force for sustainable development and peace [1]. Every goal of the 2030 Agenda requires education to equip people with the knowledge, skills, and values they need to live with dignity, build their lives, and contribute to their societies [1–4]. In higher education institutions, teaching practices have been profoundly disrupted by the closure of their physical campuses, and the crisis has highlighted the urgent need for policymakers and institutional leaders to adapt their educational and policy models [5]. The ongoing pandemic has increased the interest in online education, as many educational institutions, such as schools and campuses, as well as societies, in most countries around the world have been on lockdown since March 2020. The MOOC (Massive Open Online Courses) largest massive open online course (MOOC) providers have experienced dramatic growth since the onset of the pandemic [6, 7]
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