MOOCs and their contribution to non-formal learning in the realities of Ukrainian business education

In today's rapidly changing educational landscape, the role of MOOCs (Massive Open Online Courses) has become increasingly significant, especially in the context of non-for-mal learning. This paper delves into the evolving landscape of Massive Open Online Courses (MOOCs), examining global and Ukrainian platforms. Two primary models of MOOCs are highlighted: cMOOCs, which emphasize connectivist principles like creation and autonomy, and xMOOCs, which follow traditional higher education methods with pre-recorded lectures and standardized assessments. The diverse MOOC landscape is highlighted, including major global platforms and Ukrainian initiatives, with a discussion on the comprehensive challenges and potential solutions to enhance the effectiveness of MOOCs. Despite their promise of making education more accessible, flexible, and cost-effective, MOOCs grapple with significant obstacles. These include low completion rates, particu-larly in emerging economies, access disparity due to the digital divide, and a mismatch between course offerings and the intended audience. Engagement issues also persist, with limited involvement from educational professionals and high dropout rates among em-ployed learners. Additionally, the perceived value of MOOC credentials remains ques-tionable, and geographical and socioeconomic barriers further hinder their effectiveness. Addressing these challenges through continuous innovation and improved course design and delivery is essential for enhancing the impact and accessibility of MOOCs globally. Keywords: Non-formal education, MOOCs, Business Education, Learning platform, Life-long learning