Supplementary file 1_Undergraduate students' engagement with MOOCs in Kazakhstan: variations by gender, year of study, and discipline.pdf

Given the importance of understanding students’ engagement in using these platforms to develop effective digital learning, this study examined patterns of MOOCs engagement among students (n = 682) through a survey at a regional university in Kazakhstan.

Independent samples t-tests, one-way analysis of variance (ANOVA) with Tukey's HSD post hoc test, and Pearson's chi-square tests were used to examine differences by gender, year of study, and discipline. The findings indicate that student engagement with MOOCs is occasional despite the recognized benefits, including flexibility, easy access and self-paced learning. Respondents reported using MOOCs primarily as supplementary resources for career-related learning and perceived professional and digital skills development.