Abstract
The article explores the Massive Open Online Courses (MOOCs) opportunities for teaching and learning from a teaching and technological perspective. It also takes a look at the complexities that come along with new current global emergency such as the COVID-19 pandemic. MOOCs have been introduced as an alternative powerful teaching platform that orients learners to open and participatory educational resources, and at the same time, supports the idea of lifelong networked learning. The purpose of this study is to review MOOCs characteristics, as compared to those offered on international and national platforms. Furthermore, considering the future of higher education, we discuss the opportunities and challenges MOOCs may bring to Kazakhstan’s higher education system. The findings indicated that the MOOCs as alternative forms of education have the potential to promote lifelong education, eliminate barriers in the learning process and provide equal opportunities in education. Most of the offered courses on national platforms are of a lecture nature, without any opportunities for students to interact and give feedback within the framework of the one lecture/module. In addition, further work is needed to develop the digital literacy of facilitators and students, which is a key factor for the successful participation and completion of the MOOC course. The study asked MOOCs developers to explore various other initiatives outside of traditional educational institutions to meet new student needs in the open higher education market