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The University of Liège (ULiège) has developed a Small Private Online Course (SPOC) on sustainability and transition, designed for new students. This initiative aims to raise awareness of environmental and societal challenges while offering students learning flexibility through an online format. The study reveals a high engagement rate (84%) and a strong success rate (86% to 94%), although involvement varies depending on student profiles: some prefer written materials or a selective approach to content. Overall, students perceive the course as beneficial: 80% believe they have acquired new knowledge, and 83.2% find the online format suitable. However, tests are sometimes seen as a formality rather than a true learning tool. The study suggests enhancing the interactivity of assessments, adapting video formats, and promoting supplementary resources to enrich the learning experience. ULiège is considering expanding the program’s impact by transforming it into a Massive Open Online Course (MOOC), making it accessible to a broader audience, particularly within continuing education. This development aligns with a broader strategy to integrate Education for Sustainable Development (ESD) into higher education. The SPOC analysis highlights both opportunities and challenges associated with digital learning, emphasizing the importance of an interdisciplinary approach and continuous adaptation to students’ needs to maximize the program’s educational impact.

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Raising Awareness on Sustainability Through Digital Learning: An Institutional SPOC for All Newly Admitted Students, Moving Towards a MOOC Perspective

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Frédéric de Lemos Esteves,
  • Estelle Maes,
  • Benoît Mayeur,
  • Florianne Fassotte,
  • Perrine Neuprez,
  • Sybille Mertens,
  • Bjorn Olav Dozo,
  • Valérie Defaweux

摘要

The University of Liège (ULiège) has developed a Small Private Online Course (SPOC) on sustainability and transition, designed for new students. This initiative aims to raise awareness of environmental and societal challenges while offering students learning flexibility through an online format. The study reveals a high engagement rate (84%) and a strong success rate (86% to 94%), although involvement varies depending on student profiles: some prefer written materials or a selective approach to content. Overall, students perceive the course as beneficial: 80% believe they have acquired new knowledge, and 83.2% find the online format suitable. However, tests are sometimes seen as a formality rather than a true learning tool. The study suggests enhancing the interactivity of assessments, adapting video formats, and promoting supplementary resources to enrich the learning experience. ULiège is considering expanding the program’s impact by transforming it into a Massive Open Online Course (MOOC), making it accessible to a broader audience, particularly within continuing education. This development aligns with a broader strategy to integrate Education for Sustainable Development (ESD) into higher education. The SPOC analysis highlights both opportunities and challenges associated with digital learning, emphasizing the importance of an interdisciplinary approach and continuous adaptation to students’ needs to maximize the program’s educational impact.