How can we shape sustainable lifelong learning for all in the era of AI?

15 years ago, Massive Open Online Courses (MOOCs) promised to provide open access to high-quality education at scale, expanding lifelong learning opportunities. We are on the cusp of another educational transformation driven by new technological innovations. Much like the current hype surrounding AI, MOOCs were seen as a transformative force, changing lifelong learning paradigms. However, many MOOC platforms have since evolved into general online learning providers, shifting away from their original mission of openness. Now, the integration of Artificial Intelligence (AI) in online education has the potential to further reshape the landscape. AI is already having an impact on teaching and learning methods and may influence educational systems on a larger scale.

What are the new trends and online education practices that are designed to support sustainability, inclusiveness and scalability – the cornerstones of MOOCs’ original success? These are significant and open questions that pose a challenge to universities, training institutes, online education providers and many other stakeholders.

MOOCs are offered by a diversity of actors, including public and private initiatives, on a national or regional level. The impulse brought by MOOCs initiatives, the speed and dynamics of their development have varied widely across different regions and times. MOOCs have supported stakeholders in building capacity to shift from traditional face-to-face learning to online and hybrid formats. MOOCs have also accelerated possible pathways for credit recognition of online learning training.

Integrating micro-credentials in the educational system requires uptake from multiple stakeholders within a micro-credential-ecosystem. Within a collaborative framework, public authorities, (MOOC-based/online learning) micro-credential providers, labour market organizations, social partners, and other stakeholders work together to promote the development and adoption of micro-credentials. This integrated approach enables the identification of labour market trends and strategic skills needs, the design of relevant micro-credentials, and the support of learners in developing their individual work and learning pathways, including career transitions. The ecosystem should encourage systemic changes in both educational and labour policies tailored to specific national, regional, and local contexts, while also aligning with the Council Recommendation on Micro-credentials (European Commission, 2022).

As technology and credit recognition models continue to evolve, the focus is shifting beyond creating new life-long learning —such as MOOCs, online learning offerings, and micro-credentials—, to addressing how emerging technologies like AI can be responsibly integrated.

The challenge is no longer about whether to adopt AI, but rather how to do so in a way that aligns with human-centered principles. UNESCO’s AI competency frameworks call for the development of AI skills and tools that prioritize equity, inclusivity, and ethical governance. Moreover, the sustainability of AI-driven educational technologies is a growing concern. The development and maintenance of large language models (LLMs) and AI tools come with significant financial, technical, and environmental costs. The role of all stakeholders is critical in determining how AI can be harnessed for public good without exacerbating inequalities.

The conference tracks on Research, Experience, World and Business Policy, Francophonie, will bring different perspectives from European and international stakeholders enabling a cross-knowledge reference on the current trends on online learning. They will explore how we can create sustainable models for integrating AI into online education, addressing the challenges of scaling these technologies for equitable access to lifelong learning and credit recognition.

The conference will bring together an international community of researchers, scholars, practitioners, policymakers, education&technology innovators to explore the future of online education, examining cutting-edge practices, research and innovation that meet the needs of lifelong learners.

This international event, organized by the European MOOCs Stakeholders Summit, will also offer practical workshops, hands-on demonstrations, and showcases of AI-enabled tools and platforms, providing an exploration of how AI can be used in online learning.

Topics of interest

The next 15 years: technological innovation in education

• The role of Artificial Intelligence in personalized learning experiences
• New affordances to the role of technology in online education, such as the development or use of new virtual learning environments and social spaces, learning networks and communities, interactive and interoperable learning objects, immersive and wearable technologies, generative artificial intelligence, or techniques such as a gamification
• Virtual and augmented Reality applications for immersive education
• Technology-enhanced opportunities to improve the open online landscape
• Use of AI tools for course design, production and delivery
• AI-Tutor/Teacher/Instructor in MOOC/Course experience
• Production processes, including innovative ways of developing content and activities, especially Generative AI based components;
• Practices and technologies for credentialing and secure academic records
• Learning Analytics: technological analytics products such as dashboards, adaptation or recommendation engines

Enhancing learner’s experience & efficacy:

• Incorporation of pedagogy and design elements that can bring rich learning experiences as well as innovative teaching and learning models (e.g., blended/hybrid learning strategies, flipped classroom, interaction with AI, new learning spaces and formats.)
• Strategies for increasing learners engagement and retention in online education
• Inclusivity, sense of belonging and accessibility in online education environments
• The role of Artificial Intelligence in personalized learning experiences (i.e, AI-tutor/instructor, impact of digital tools and Ai on assessment, learning outcomes and learners satisfaction) 
• Evaluation research and approaches of online learning experience
• Evidence-based online learning : quantifying the effectiveness of different learning designs and models in terms of learners’ engagement and outcomes

Lifelong learning: challenges and opportunities:

• Lifelong learning pathways: Supporting learners in creating individualized learning and career pathways
• AI skill development Adaptive and responsive courses for the emerging introduction of AI in the market
• The role of online education in higher education institutions and systems, also in view of growing emphasis on societal contribution
• Labour market integration: Identifying strategic competencies and labour market trends to design effective online education
• Models and frameworks for continuous learning across different life stages
• Open education strategies/initiatives for continuous professional development, in the private and public sector

Learning innovation strategies and future of universities:

• The future of degrees and new models for integrating online and open education for scalability and sustainability
• Faculty and staff development for enhancing the use of new technologies and Ai
• The role of public/private (or university/corporate) sector partnerships in educational innovation
• Innovation capacity building for higher education: Intra and inter institutional models and strategies
• Strategies for Europe to bridge the gap and lead in digital education innovation
• Collaborative opportunities for cross-border initiatives and global partnerships in educational technology
• International and collaboration for online education

Building micro-credential ecosystems in response to market needs:

• Models and frameworks for continuous learning across different life stages
• The intersection of professional development and digital education
• Policy and infrastructure support for lifelong learning initiatives
• The impact of AI advancements on future employability training and assessment
• Business models and scenarios for micro-credentials in Higher Education
• Quality assurance, with emphasis on sustainable models that address the issue of certification and credentialing/micro-credentials;
• Collaborative frameworks: Engaging public authorities, (MOOC-based) micro-credential providers, and labour market organizations to create cohesive ecosystems
• Practices and technologies for credentialing and secure academic records
• Policy development: Systemic changes in educational and labour policies to support (MOOC-based) micro-credentials
• National strategies: Integrating (MOOC-based) micro-credentials into national strategies and qualification frameworks
• Quality assurance: Developing quality assurance systems to ensure the value and recognition of (MOOC-based) micro-credentials
• AI in identifying market needs: Utilizing AI-driven analytics to identify current and future labour market needs, guiding the creation of targeted (MOOC-based) micro-credentials
• AI in upskilling and reskilling: Leveraging AI technologies to enhance the effectiveness and personalization of upskilling and reskilling programs through (MOOC-based) micro-credentials

Reflections on the past 15 years: a retrospective:

• Experience in Business models: For-profit vs. non-profit and business relations
• Efficacy and lessons learned from online courses
• Transformations in the production, design, and delivery of education
• The evolution from MOOCs to COVID-19 and beyond
• Learning at scale: Achievements and challenges
• What has worked and what not in relation to MOOC initiatives – good practice and challenges
• Expected future evolution of MOOC initiatives in view of the latest developments and interests (AI, sustainability, SDG, societal skills & learning needs etc.

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