Massive open online courses (MOOCs) acceptance amongst Islamic digital social finance practitioners: the role of online collaborative learning and technology factors

Purpose This study aims to investigate the factors that influence practitioners’ online learning for skills development on Islamic digital social finance (SF) massive open online courses (MOOCs) on the United Nations (UN) Sustainable Development Goals (SDGs) by extending the technology acceptance model. Design/methodology/approach This study is based on a questionnaire survey using snowball sampling, covering 311 respondents who are practitioners from the SF domain who are interested in using MOOCs. The software Analysis of Moments Structures (AMOS v.28) was used to analyse the data. Findings The results indicate that online collaborative learning and perceived usefulness significantly determine MOOCs’ online learning acceptance (MOCA). Perceived ease of use is a weak predictor of the MOCA. Research limitations/implications This study is limited in terms of the sampling frame and variables studied. Future studies may add variables concerning self-regulated learning and self-efficacy to capture an extended scope. Practical implications This paper is a valuable reference guide for online course organisers, higher education administrators and future researchers. Social implications This study offers insight into how MOOCs can spread information and raise public awareness for customised social sustainability investigations to a substantial community of learners nationally and globally. Originality/value This study is one of the pioneering studies on MOOCs’ online learning acceptance by practitioners for SDGs in Islamic social finance.