The Role of MOOCs-Based Learning Environment Support in Enhancing Self-Regulated Learning for Sustainable Education (SDG 4): Evidence from Hope School, Southwest Jiaotong University

Abstract

This study aims to examine the role of Massive Open Online Courses (MOOCs)-based learning environment support in enhancing self-regulated learning (SRL) among postgraduate students, with particular emphasis on contributing to sustainable and inclusive education aligned with Sustainable Development Goal 4 (Quality Education). The study addresses persistent challenges in outdated teaching management systems and high dropout rates in online learning environments.

To provide a comprehensive explanation, the research integrates Zimmerman’s self-regulated learning framework with the Expectation Confirmation Model (ECM) in order to capture both cognitive and system-related mechanisms underlying successful online learning. A quantitative research design was employed, with data collected from postgraduate students at Hope School, Southwest Jiaotong University. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).

The findings indicate that high-quality learning environment support particularly in terms of system quality, accessibility, and ease of use has a significant positive effect on expectation confirmation and learner satisfaction. These factors act as key mediators in enhancing self-regulated learning competencies, including goal setting, progress monitoring, and self-reflection. Furthermore, the results highlight that well-designed MOOCs environments can support equitable access to learning and promote lifelong learning capabilities, which are essential components of sustainable education.

The study contributes both theoretically and practically by proposing a dual strategy that integrates technological system enhancement with the development of learners’ self-regulatory capacities. This approach provides a pathway for higher education institutions to strengthen sustainable digital learning ecosystems and advance the achievement of SDG 4 in postgraduate education.