Ten years of MOOCs at the University of Liège (2015-2025): knowledge dissemination and pedagogical innovation.

Over the past few years, Massive Open Online Courses (MOOCs) have emerged as a major lever for transformation in higher education and continuing education. At the University of Liège, their development has been based on an ambitious strategy combining technological innovation and pedagogical integration. These online courses are no longer limited to simply providing free access to knowledge but are fully integrated into academic curricula and professional qualifications.

The adoption of hybrid formats has made it possible to enrich the student learning experience by combining MOOCs with a variety of teaching approaches, such as flipped classrooms and collaborative activities. Far from being content with traditional resources, these courses are based on interactive tools, augmented reality simulations and serious games, promoting more immersive and engaging learning.

The development of MOOCs also raises issues relating to the assessment and recognition of acquired learning. Certifications and micro-certifications are developing, offering new prospects for learners seeking official validation of their skills.

Artificial intelligence is emerging as a key factor for improvement. Thanks to it, adaptive learning, automated assessment and personalised support are becoming accessible realities. However, these advances require in-depth ethical reflection on data protection and content accessibility.

The rise of MOOCs is paving the way for a more flexible and inclusive education, where technology is used to support learning and student success.