The integration of massive open online courses (MOOCs) into university educational programs is becoming an increasingly common practice aimed at expanding access to high-quality content, personalizing learning, and increasing the flexibility of educational trajectories. This article analyzes the experience of Russian and foreign universities in integrating MOOCs into traditional and hybrid learning formats, from using them as additional resources to full academic credit. It examines the factors that influence the effectiveness of integration, including pedagogical design, faculty support, student motivation, platform compatibility, and regulatory frameworks. Special attention is paid to the challenges: low course completion rates, superficial learning, the gap between theory and practice, and ethical issues of academic integrity. It is emphasized that successful integration of MOOCs is only possible if they are meaningfully integrated into the overall educational process.
MOOC, online courses, integration into educational programs, higher education, digital transformation, hybrid learning, academic credit, pedagogical design, course completion
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