The Contribution of MOOC Participation on Employability Among Young Adults in Sri Lanka

Sammanfattning

Introduction: Young adults’ employability remains a significant challenge in Sri Lanka, where many young people struggle to secure employment aligned with their qualifications. As digital learning opportunities expand, Massive Open Online Courses (MOOCs) have emerged as accessible platforms for developing relevant skills. However, limited empirical evidence exists on how MOOC participation relates to employability within the Sri Lankan context, particularly from the learner’s perspective. Drawing on self-determination theory and human capital theory, the study examines the roles of self-determination theory constructs and perceived skill development in explaining the relationship between MOOC participation and perceived employability. Research Question: How does participation in Massive Open Online Courses (MOOCs) influence perceived employability among Sri Lankan young adults? Method: The research adopts a quantitative survey-based design using a structured online questionnaire distributed among Sri Lankan young adults aged 18-35 who had completed at least one MOOC. Participants were recruited through convenience sampling using social media platforms, professional networks, online learning communities, and personal contacts. A total of 251 responses were collected, of which 238 valid responses were retained for analysis after removing incomplete responses. Data were analyzed using correlation, regression and mediation analysis techniques. Employability and skill development were measured based on the learner’s self-reported perceptions rather than employer evaluations or objective employment outcomes. Results: The findings revealed a positive association between MOOCs participation and perceived autonomy, perceived competence, perceived relatedness, perceived skill development, and perceived employability among Sri Lankan young adults. The results further indicated that self-determination theory constructs partially mediate the relationship between MOOCs participation and perceived skill development, while perceived skill development mediates the relationship between self-determination theory constructs and perceived employability. Conclusion: Overall, the findings suggest that MOOCs participation is positively associated with perceived employability not only through knowledge acquisition but also by supporting learner motivation, engagement and perceived skill development. The study further highlights the potential of MOOCs as flexible learning platforms that support perceived skill development and perceived employability while encouraging workforce readiness and continuous learning among young adults in Sri Lanka. The study also contributes to the limited empirical literature on MOOCs and employability in Sri Lanka by demonstrating the roles of self-determination theory constructs and perceived skill development in explaining perceived employability outcomes.