Journal of Education, Society and Behavioural Science

Massive Open Online Courses (MOOCs) are emerging as essential tools in teacher education. However, limited empirical evidence exists on the extent of MOOC awareness among secondary level teacher trainees in India. This study addresses that gap by examining the awareness levels of 259 B.Ed. students in Mysore through a structured Awareness Test spanning five domains: usability, technological requirements, policy knowledge, present practices, and conceptual understanding. The study adopted a cross-sectional survey design and the sample of the study were chosen using disproportionate stratified random sampling. Data were analyzed using descriptive and inferential statistics. Findings revealed that while 63.71% of participants exhibited moderate awareness of MOOCs, critical knowledge gaps persisted in policy guidelines and platform-specific details. Female participants demonstrated significantly higher awareness of student support mechanisms and familiarity with SWAYAM initiatives. Science stream students outperformed humanities peers in technical aspects, whereas humanities students better understood the pedagogical contrasts between MOOCs and traditional methods These insights suggest an urgent need for integrating foundational MOOC modules into pre-service teacher training. The study contributes to understanding digital readiness in teacher education and offers actionable recommendations for policymakers and institutions aiming to promote equitable and informed use of online learning platforms.