Lessons Learned Co-creating a Massive Open Online Course (MOOC) on Refugees’ Health Integration
Ioanna Dratsiou 1 * , Annita Varella 1 , Anastasia Gkrimoura 2, Iraklis Tsoupouroglou 1 , Stathis Konstantinidis 3, Natalia Stathakarou 4, Klas Karlgren 4, Maxine G. Harjani 4, Maria Segura Segura 5, Vicente Traver Salcedo 5, Panagiotis D. Bamidis 1
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1 Medical Physics and Digital Innovation Laboratory, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki (AUTH), Thessaloniki, Greece2 EU Project Implementation Department, IEK EUROTraining, Greece3 School of Health Sciences, University of Nottingham, UK4 Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden5 Institute of Information and Communication Technologies, Polytechnic University of Valencia, Spain* Corresponding Author

Abstract

Refugee integration into healthcare is a global challenge, with millions facing barriers in accessing healthcare services due to language, cultural differences, and limited health literacy. In response to these challenges, this study explores the experiences and recommendations contributed by individuals directly involved in the co-design and co-creation of a massive open online course (MOOC) and its effectiveness in addressing refugees’ integration into the European healthcare system. A bimodal research approach was employed, combining qualitative insights from individuals involved in the design and development of the MOOC and quantitative data from refugees and professionals engaged in the MOOC’s evaluation. Stakeholder discussions were conducted to explore experiences, challenges, and recommendations related to MOOC development. Additionally, a Computer System Usability Questionnaire (CSUQ) was administered to evaluate the MOOC’s usability, quality, and interface. Stakeholder discussions emphasized the importance of collaboration, cultural sensitivity, and participatory design in MOOC development. Involving stakeholders and refugees in this participatory process ensured that the MOOC addressed real-world needs and experiences. Additionally, CSUQ results indicated high participant satisfaction with the MOOC, with digital users’ literacy level and educational background influencing their perceptions. In summary, this study contributes to the ongoing discussion on refugee healthcare integration and the role of digital education in this context.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

International Journal of Changes in Education, Volume 3, Issue 3, 2026, 255-267

https://doi.org/10.47852/bonviewIJCE52024606

Publication date: 08 Aug 2026

Online publication date: 27 Mar 2025

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