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MOOC-based e-platform during the Corona pandemic to qualify and train women to achieve sustainable development: obstacles, needs, and impacts

Author

Listed:
  • Usama M. Ibrahem

    (University of Ha’il
    Suez Canal University)

  • Abdullah Z. AlMankory

    (University of Ha’il)

  • Hussein M. Abdelfatah

    (Suez Canal University)

  • Dalia M. Kedwany

    (University of Ha’il
    Alexandria University)

  • Ibrahem M. Diab

    (University of Ha’il)

  • Rabab A. Abdul Kader

    (University of Ha’il)

Abstract

This study aims to determine the impact of a MOOC-based e-Platform on the qualification and training of Saudi women in order to achieve sustainable development, as well as to justify the barriers, requirements, and impacts. The descriptive-analytic method was utilized to characterize and comprehend the phenomenon under study and its dimensions. As an experimental group, 410 women received training in skills development via an e-platform created by the researchers (using the Mooc system). The results illustrated what the MOOCs-based e-platform offered in terms of content, training activities, videos, direct access to beneficiaries, and the potential for participation and effective communication between educators and peers. In addition, the MOOC-based e-platform enabled students to engage in activities that supported the growth of newly acquired skills. The results demonstrate the homogeneity of the sample in terms of academic credentials, specialization, age, training courses, and occupation. This represents the motivations of Saudi women. The study suggests emphasizing the use of MOOC-based e-learning platforms as an effective means of empowering women and increasing their leadership roles and participation in all disciplines, as well as positively impacting their lives and enhancing their leadership and practical skills.

Suggested Citation

  • Usama M. Ibrahem & Abdullah Z. AlMankory & Hussein M. Abdelfatah & Dalia M. Kedwany & Ibrahem M. Diab & Rabab A. Abdul Kader, 2024. "MOOC-based e-platform during the Corona pandemic to qualify and train women to achieve sustainable development: obstacles, needs, and impacts," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 26(10), pages 26785-26816, October.
    • Handle: RePEc:spr:endesu:v:26:y:2024:i:10:d:10.1007_s10668-023-03753-5
    DOI: 10.1007/s10668-023-03753-5
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    References listed on IDEAS

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    1. Habib M. Alshuwaikhat & Ishak Mohammed, 2017. "Sustainability Matters in National Development Visions—Evidence from Saudi Arabia’s Vision for 2030," Sustainability, MDPI, vol. 9(3), pages 1-15, March.
    2. Ersin Dincelli & InduShobha Chengalur-Smith, 2020. "Choose your own training adventure: designing a gamified SETA artefact for improving information security and privacy through interactive storytelling," European Journal of Information Systems, Taylor & Francis Journals, vol. 29(6), pages 669-687, November.
    3. Jorge Membrillo-Hernández & Vianney Lara-Prieto & Patricia Caratozzolo, 2021. "Sustainability: A Public Policy, a Concept, or a Competence? Efforts on the Implementation of Sustainability as a Transversal Competence throughout Higher Education Programs," Sustainability, MDPI, vol. 13(24), pages 1-14, December.
    4. Longyu Shi & Linwei Han & Fengmei Yang & Lijie Gao, 2019. "The Evolution of Sustainable Development Theory: Types, Goals, and Research Prospects," Sustainability, MDPI, vol. 11(24), pages 1-16, December.
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