Massive Open Online Course (MOOC) Platforms Market size was valued at USD 22.40 Billion in 2024 and is projected to reach USD 119.37 Billion by 2032, growing at a CAGR of 39.21% during the forecast period 2026-2032.Global Massive Open Online Course (MOOC) Platforms Market DriversGrowing Need for Online Learning: The market for MOOC platforms is mostly driven by the rising acceptance of online learning, which is fueled by elements like accessibility, flexibility, and convenience. The need for MOOC platforms that provide a broad selection of courses is growing as more people look to upskill or reskill in order to remain competitive in the job market.Globalisation of Education: Courses and instructional materials from universities and instructors worldwide can be accessed through MOOC platforms. One important reason for this is that learners can now access top-notch instruction and knowledge that might not be available locally thanks to the globalisation of education.

This dataset is part of the eNaBlS deliverable D1.1 to map the position of biodiversity and Nature-Based Solutions (NBS) in Europe. it provides an overview of platforms and repositories offering Open Educational Resources (OER) and other educational materials related to NBS and biodiversity. The table lists 31 identified platforms and webpages where relevant training materials, such as videos, webinars, MOOCs, modules, and full courses, can be accessed. It distinguishes between generic repositories (e.g., OER Commons, Coursera, TED Talks, Zenodo, Scientix), institutional repositories, and more topic-specific platforms, with Oppla, NBS EduWorld, and NetworkNature highlighted as key resources. The table also indicates the availability of open-source materials and specifies whether the resources are tailored for higher education (HE), technical and vocational education and training (TVET), or both. This compilation serves as a basis for the development of new educational materials in ongoing and future projects.

The Massive Open Online Course Market was valued at USD 6.65 Billion in 2025 and is projected to grow to USD 25 Billion by 2035, at a CAGR of 14.2%. Massive Open Online Course Market Overview: Massive Open Online Course Market Overview: The Massive Open Online Course Market Size was valued at 5.83 USD Billion in 2024. The Massive Open Online Course Market is expected to grow from 6.65 USD Billion in 2025 to 25 USD Billion by 2035. The Massive Open Online Course Market CAGR (growth rate) is expected to be around 14.2% during the forecast period (2025 - 2035). Key Massive Open Online Course Market Trends Highlighted The Global Massive Open Online Course (MOOC) market is witnessing significant trends driven by various influential factors. An increase in the demand for flexible learning options is a primary market driver. As more learners seek to balance their personal, professional, and academic commitments, MOOCs offer a convenient solution that enables self-paced education. Additionally, the rise in digital technology and internet penetration plays a crucial role in expanding access to educational resources globally, allowing a diverse demographic to partake in online learning. Opportunities for collaboration between institutions and technology providers can be captured, further enhancing content delivery and user engagement. In recent times, MOOCs are evolving to include blended learning approaches, integrating traditional classroom methods with online resources. This trend reflects a better understanding of varied learning preferences and the need for interactive, engaging content. The use of data analytics in personalizing learning experiences is also growing, as organizations strive to improve completion rates and learning outcomes. Furthermore, industry partnerships are emerging to create specialized courses that align with the evolving job market's skills demands, supporting workforce development on a global scale. Governments around the world are increasingly recognizing the importance of MOOCs in promoting lifelong learning and skills enhancement.They are offering supportive policies and frameworks to encourage the development of high-quality online courses. This alignment between educational institutions, industry needs, and government support highlights a robust opportunity for growth in the Global MOOC market, projected to continue expanding decisively in the coming years. The increasing variety of courses, improved technological infrastructures, and a strong push toward accessible learning environments underpin the optimistic outlook for the industry, which is supported by the anticipated market size of 25.0 USD billion by 2035. Source: Primary Research, Secondary Research, WGR Database and Analyst Review Massive Open Online Course Market Segment Insights: Massive Open Online Course Market Regional Insights The Global Massive Open Online Course Market is poised for considerable growth across various regions, with North America leading the way in valuation. In 2024, North America was valued at 2 USD Billion and is projected to reach 10 USD Billion by 2035, indicating significant demand and potential growth. This region's strong infrastructure, familiarity with online education technology, and a large base of learners contribute to its dominance. Europe exhibits steady expansion, supported by the growing acceptance of online learning across educational institutions and businesses.APAC shows promising developments with an increasing adoption rate of online courses, driven by rising internet penetration and a young population seeking education. South America is experiencing moderate increases, as local educational initiatives encourage the use of online platforms for skill development. Meanwhile, the MEA region demonstrates a gradual decline in traditional educational models, paving the way for rising interest in Massive Open Online Courses as an alternative. The trends across these regions reflect the dynamic shifts in the education sector, with various growth drivers and opportunities emerging as online learning continues to evolve. Source: Primary Research, Secon

Besides research, education is the raison d’être of each university. Education can help close equity gaps and maintain social cohesion between and within countries. In this context, the digitisation era offers new opportunities, for example, in the form of distance and online learning. However, innovations can also come with challenges, such as employed and unemployed people requiring to adapt to a progressing working environment at ever shorter intervals (life-long learning). Consequently, it is increasingly important to gain free access to up-to-date educational materials about a wide range of subjects and at multiple academic levels.
In this document, we introduce the concept of Open Educational Resources (OER). We start with establishing a definition of OER, what is needed to call educational materials OER, and the differences in comparison to related concepts, such as Massive open online courses. We then address the question of who can benefit from OER. It reports on the incentives to publish OER taking into account the perspectives of the involved stakeholders, i.e., the general public, universities and lecturers, and students. Afterwards, we pay attention to the challenges that come with OER. Subsequently, we provide a list of potential business models around OER, their underlying concepts, benefits, limitations, and projects making use of them. We also consider the paradox that OER are not intended to generate revenue but that ignoring income can make OER unsustainable. The document concludes by outlining possible steps to realize OER (e.g., organizing a round table to initiate a discussion about how to realise OER at the faculty level).

Explore the booming MOOC industry, projected for massive growth with a CAGR of 39.20% and a market size reaching $22.80 million by 2025. Discover key drivers, emerging trends, and regional market insights shaping the future of online learning. Key drivers for this market are: Demand for Cost Effective Education Platforms, Increasing Requirement of Global Training. Potential restraints include: Low Course Completion Rate, Poor Discussion Forum and Mentoring. Notable trends are: Technology Subject is expected to hold Major Share.

Associated data underlying the article

Rizun, Nina; Ciesielska, Magdalena; Alexopoulos, Charalampos; Saxena,Stuti; Papageorgiou, Georgios International Conference on Open Data (ICOD 2022): Book of abstracts, Faculty of Law, University of Zagreb, Zagreb, Croatia, pp. 26-29 (978-953-270-167-8).

https://doi.org/10.5281/zenodo.8069910

It is everybody’s knowledge now that Open Government Data (OGD) pertains to the availability of datasets pertaining to government operations and functioning via license-free formats (Afful-Dadzie and Afful-Dadzie, 2017) and these datasets are linked with different themes contingent upon the area of administration like energy, education, climate, tourism, environment, infrastructure, etc. (Ubaldi, 2013). Governments have been benchmarking their OGD initiatives across standard indices like ODIN, OKFN, Open Data Barometer, etc. (Lnenicka et al., 2022; Lnenicka and Nikiforova, 2021) and ample research exists on assessing the quality of OGD portals from the demand (i.e. the governments’ efforts at maintaining the quality of datasets) and supply (i.e. the perceptions of users regarding the quality of datasets) side (Crusoe et al., 2019; de Souza et al., 2022; Islam et al., 2021; Kaasenbrood et al., 2015; Khurshid et al., 2022; Lnenicka et al., 2022; Purwanto et al., 2020; Saxena and Janssen, 2017; Shehata and Elgllab, 2021; Talukder et al., 2019; Weerakkody et al., 2017; Wirtz et al., 2016; Wirtz et al., 2018; Wirtz et al., 2019; Zuiderwijk et al., 2015). Given the magnitude of academic interest on OGD- especially in the last 10 years- it remains to be assessed as to how far has the domain progressed in the academic environs and surprisingly, no research has been conducted to elucidate the infusion of this very significant domain- that is relatable to the extent to which the governments are forwarding their claims regarding the furtherance of transparent and corruption-free administration apart from bolstering citizen participation, collaboration and trust (Gil-Garcia et al., 2020; Hellberg and Hedstrom, 2015) besides serving as a means for value creation and innovation by a range of stakeholders (Jetzek et al., 2012; Jetzek et al., 2014) - in the diverse platforms that are meant for furthering academic dialogue and discussion.

Global massive open online course market size is set to expand from USD 16.03 Billion in 2023 to USD 210.98 Billion by 2032, at a CAGR of around 33.16%.

With the growth of open pedagogy has come the growth of library support for open pedagogy. Likewise, more and more case studies are demonstrating how librarians use open pedagogy to support student growth in information literacy, specifically the Association of College & Research Libraries’ Framework for Information Literacy in Higher Education. However, little has been done to look at the broader picture of how librarians are supporting open pedagogy and how ready they feel to do so, especially in connecting open pedagogy to information literacy. This data comes from a survey of librarians in the United States and Canada who work in information literacy instruction and/or open education about their practice in open pedagogy.

Methods The project used a survey, created in Qualtrics, to help answer the research questions. The survey was designed with four broad sections. The first focused on gathering background information about the participants and their institution, as well as their comfort level with open pedagogy, support provided at their institutions for open education, and then finally whether they have supported open pedagogy in a higher education course. Those who answered negatively to supporting open pedagogy were then directed to a second section available only to them about their interest in eventually supporting open pedagogy. Those who answered they had supported open pedagogy were directed to a third section that asked them about their experience with open pedagogy. Finally, all participants were directed to the fourth section, which asked them about barriers and needs to help support open pedagogy.

The University of Nevada, Reno's Institutional Review Board granted the research project an exempt status. The survey was open to any active academic librarian in the United States or Canada who currently works in library instruction and/or open education. The authors opted to focus on these two areas of librarianship as the most likely areas to support open pedagogy.

The survey was launched to seven listservs: ACRL Scholarly Communication, ACRL Instruction Section, ACRL Library Instruction Roundtable, ACRL Community and Junior College Libraries Section, SPARC’s LibOER, Creative Commons Open Education Platform, and the Medical Library Association’s MEDLIB-L. Reminder emails were sent on July 19 and August 7. Two hundred and eight respondents began the survey; 15 did not meet the inclusion criteria, and 48 did not complete the survey, leaving 145 respondents. No question required a response, however, meaning response totals for some questions might be less than 145. The data was cleaned and analyzed using RStudio version 2022.02.3+492.

Open-text responses were removed from this dataset to help protect participants' privacy.

In the research 345 MS courses and 216 MS courses data from the ECTS catalogue (2019) of University of Zagreb Faculty of Agriculture were mapped onto the data literacy competence areas (theme) and DL competence areas sub-themes adapted ODI Data Skills Framework (2020) expanding the term “skill” to “competence” to include knowledge and attitudes. Teaching staff was interviewed in semi-structured interviews on the data literacy competences covered in their courses and open data use and teaching in their courses as well as their perceived importance for the sector of the course.

The upload consists of the following .csv files:

IntroductionMassive Open Online Courses have expanded access to higher education, yet persistent challenges related to learner engagement and interaction continue to limit their educational effectiveness. This study investigates lecturer readiness to facilitate Massive Open Online Courses by conceptualizing readiness as a form of interactive communication competence.MethodAdopting a convergent parallel mixed-methods design, the study draws on survey data and open-ended responses from 124 university lecturers in Indonesia.ResultsThe quantitative results indicate that lecturer readiness comprises multiple interrelated dimensions, with pedagogical, social, and communication-related competencies emerging as more salient than technical competence alone. Cluster analysis further reveals distinct readiness profiles, demonstrating substantial variation in lecturers’ capacity to facilitate interaction at scale, while experience-based analyses show that prior engagement with Massive Open Online Courses is associated with higher pedagogical and social readiness. Qualitative findings complement these patterns by showing that lecturers perceive online collaborative learning as beneficial for learning quality and flexibility, alongside constraints related to participation, facilitation workload, and institutional support.DiscussionOverall, the findings suggest that effective facilitation in Massive Open Online Courses is fundamentally communication-centered, underscoring the importance of interactive communication competence in shaping lecturer readiness for large-scale online learning.

Abstract

This study examines the effect of the use of two Open Educational Resources (OER) (a Khan Academy online tutorial and an open textbook hosted on Wikibooks) on logical-mathematical outcomes for first and second-year students in higher education institutions in Chile. It also investigates perceptions of instructors and students about the use of OER, in order to understand how these resources are used and valued. Quantitative and qualitative methods were used to collect student performance data via a student survey, student focus groups, interviews with instructors, and sourcing institutional records.

Only the institutional records, focus group data and interview data are included in the final dataset. Student survey data is not made available for confidentiality reasons. Findings indicate that students in a contact-study mathematics course who used a Khan Academy online mathematics tutorial obtained better examination results than students who did not use any additional resources, or those who used the open textbook. Moreover, it was also found that instructors and students have positive perceptions about the use of Khan Academy and Wikibooks materials.This study is Sub-project 9 of the Research on Open Educational Resources for Development (ROER4D) project, hosted by the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town, South Africa, and Wawasan Open University, Malaysia.

Geographic coverage

The interviews and survey data were conducted at one institution in Chile and are not representative of the country as a whole.

Analysis unit

Individuals

Universe

The survey covered students and instructors in the single institution involved in the study.

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face and internet [f2f-int]

This dataset presents a structured collection of publicly available metadata on online technology courses sourced from Class Central — one of the world's largest aggregators of online courses. It is designed to help researchers, educators, learners, and data analysts explore trends in online education, analyze course providers, and build recommendation or ranking systems.

Contents of the Dataset

The dataset includes the following columns:

• id: A unique identifier for each course.
• course_name: The official title of the course.
• provider: The name of the platform or institution offering the course (e.g., Coursera, edX, Udemy, FutureLearn).
• description: A short summary of what the course is about.
• course_status: Whether the course is currently available (On-Demand or Finished).
• pricing: Indicates whether the course is free, paid, or includes options like “free to audit”.
• duration_in_hours: Estimated number of hours required to complete the course.
• rating: The average user rating of the course, typically on a scale of 0 to 5.
• reviews: The total number of reviews submitted by users.
• best_of_all_time: A boolean field (true or false) indicating whether the course is included in Class Central’s "Best of All Time" list.
• url: The direct URL to the course detail page on Class Central.

Data Source and Collection

All course data was scraped from the publicly accessible parts of Class Central (https://www.classcentral.com) — a platform that aggregates and organizes online course listings from top providers around the world.

The scraping process adhered strictly to ethical practices:

• ✔️ Robots.txt Compliant: Only URLs permitted by robots.txt were visited.
• ✔️ No API or backend access: No APIs or restricted endpoints were used — only publicly available HTML content was parsed.
• ✔️ Respectful scraping speed: A respectful delay was maintained between requests to avoid overloading the servers.
• ✔️ No login or authentication: No user accounts, cookies, or tokens were used to access data.
• ✔️ Only public metadata: Course titles, descriptions, and ratings are available directly on the public course pages.

No proprietary or hidden information has been extracted. The intent is to support academic and non-commercial research in the field of edtech.

Use Cases

This dataset can be used for:

• Analyzing trends in online tech education
• Building course recommendation engines
• Tracking growth in course offerings by providers
• Sentiment or review score analysis
• Comparing free vs. paid course performance
• Natural Language Processing on course descriptions
• Clustering or categorizing similar courses

Acknowledgment

We would like to thank Class Central for their contribution to global education by maintaining such a valuable open platform. The data shared here is a reflection of their public offerings and is intended to support the broader educational and research community.

If you find this dataset useful, we encourage you to visit https://www.classcentral.com and explore their full catalog, as they remain the authoritative source.

Disclaimer

• This dataset is for educational and research purposes only.
• The data does not include any copyrighted content, paid-only data, or private APIs.
• Course descriptions have been kept minimal or paraphrased where necessary to comply with fair use.
• If Class Central or any related entity raises concerns, the dataset will be promptly removed or modified to meet their policies.

Licensing

License: CC BY-NC 4.0 You may use, share, and adapt this dataset for non-commercial purposes, as long as you provide appropriate attribution and do not use it for commercial gain.

Feedback

For suggestions, collaborations, or if you're from Class Central and have feedback, please feel free to comment on the Kaggle discussion section or contact me directly. Your input is respected and welcomed.

The Research on Open Educational Resources for Development (ROER4D) project was a four-year, large-scale networked project which set out to contribute to the body of research on Open Educational Resources (OER) and address the primary research question: Whether, how, for whom and under what circumstances can engagement with open educational practices and OER provide equitable access to relevant, high-quality, affordable and sustainable education in the Global South?The project engaged a total of 103 research team members in 18 sub-projects in 21 countries across South America, Sub-Saharan Africa and South and Southeast Asia, coordinated by a central Network Hub. The research work culminated in an edited volume, Adoption and Impact of OER in the Global South.A primary contribution of the edited volume was the metasynthesis of sub-project findings, published as Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project. The aim of this synthesis was to distill key themes emerging from sub-project research and to identify:● Educational challenges pertinent in the Global South context.● Claims about OER as a mechanism to address these challenges.● OER and related open educational practices observed in the sub-projects, as well as the structural, cultural and agential factors influencing those practices.● Any impact that could be attributed to OER adoption in addressing educational challenges.The 13 sub-project chapters from the edited volume comprised the primary data source for the synthesis, with final research reports being utilised in two instances where there were no associated sub-project chapters. Coding was performed before final book production using NVivo according to the analytical framework (Figure 1) developed by the principal investigator (PI) in collaboration with the deputy PI and other members of the Network Hub. The dataset is comprised of the primary codes and their associated sub-codes derived from the analytical framework, along with the corresponding coded excerpts. There was no de-identification undertaken on micro-data as the data objects were publication-ready narratives which had already been interrogated for disclosive information.The dataset makes a contribution by demonstrating the transparency of the ROER4D metasynthesis process. Its publication allows external researchers to examine the ROER4D coding process and draw their own conclusions from the data, or to apply different theoretical, conceptual and analytical models to extract findings more relevant to their research contexts. It will be of use to researchers looking for an empirical baseline of research on OER in the Global South, and those interested in performing latitudinal research studies. It is also of use to PIs and researchers undertaking metasynthesis work in open education research.This dataset was first published by DataFirst.

Educational Services Market size was valued at USD 361 Billion in 2024 and is projected to reach USD 549 Billion by 2032, growing at a CAGR of 6.2% during the forecast period 2026-2032.Rise of E-learning & Online / Distance Education: The rise of e-learning and online/distance education stands as a paramount driver, fundamentally reshaping the accessibility and delivery of educational content. This segment has witnessed explosive growth, particularly amplified by recent global events, demonstrating the inherent flexibility and scalability of digital platforms. Online learning platforms offer unparalleled convenience, allowing students to access courses anytime, anywhere, transcending geographical barriers and rigid schedules. This has democratized education, enabling individuals from remote areas or those with demanding commitments to pursue academic or professional development.

Open Educational Resources (OER) have been lauded for their ability to reduce student costs and improve equity in higher education. Research examining whether OER provides learning benefits have produced mixed results, with most studies showing null effects. We argue that the common methods used to examine OER efficacy are unlikely to detect positive effects based on predictions of the access hypothesis. The access hypothesis states that OER benefits learning by providing access to critical course materials, and therefore predicts that OER should only benefit students who would not otherwise have access to the materials. Through the use of simulation analysis, we demonstrate that even if there is a learning benefit of OER, standard research methods are unlikely to detect it.

This study draws on the HarvardX Person-Course Academic Year 2013 De-Identified dataset, version 3.0 to explore patterns of learner engagement across HarvardX courses offered on the edX platform during Fall 2012, Spring 2013, and Summer 2013. The dataset comprises de-identified, aggregate-level records, where each entry corresponds to an individual's participation in a single course. It includes extensive information on registration, participation, and achievement, serving as a foundational resource for research into online learning behaviors and outcomes.

The dataset was released by HarvardX and curated in the Harvard Dataverse, providing open access to data from the first year of HarvardX courses (HarvardX, 2014). For a broader context and analysis of these data, see Ho et al. (2014), who present an overview in “HarvardX and MITx: The First Year of Open Online Courses.”

Citation (Harvard style): HarvardX (2014) HarvardX Person-Course Academic Year 2013 De-Identified dataset, version 3.0. Harvard Dataverse. https://doi.org/10.7910/DVN/26147

Ho, A., Reich, J., Nesterko, S., Seaton, D., Mullaney, T., Waldo, J. and Chuang, I. (2014) HarvardX and MITx: The First Year of Open Online Courses. Available at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2381263

Remote Learning Market Outlook

According to our latest research, the global Remote Learning market size reached USD 153.4 billion in 2024, driven by the rapid digitalization of education and the increasing adoption of e-learning solutions across various sectors. The market is projected to expand at a robust CAGR of 12.7% during the forecast period, reaching a value of approximately USD 405.6 billion by 2033. This remarkable growth is primarily fueled by technological advancements, growing internet penetration, and the rising need for flexible education and training solutions. As per our latest analysis, the sector’s growth trajectory is further supported by increasing investments in digital infrastructure and the evolving needs of learners and organizations worldwide.

A key growth factor propelling the Remote Learning market is the ongoing transformation in educational delivery models. With the onset of the COVID-19 pandemic, institutions and enterprises across the globe rapidly transitioned to online platforms, highlighting the necessity for scalable and resilient remote learning infrastructures. Even as in-person activities resume, the demand for hybrid and online learning continues to soar due to its convenience, accessibility, and cost-effectiveness. Educational institutions and corporations are increasingly leveraging digital content, virtual classrooms, and interactive tools to enhance learning outcomes and engagement. The proliferation of smartphones, tablets, and affordable internet services further democratizes access, allowing learners from diverse socioeconomic backgrounds to participate in remote education. As a result, the market is witnessing a surge in investments, partnerships, and product innovations aimed at bridging the digital divide and enriching the learning experience.

Another significant driver of market expansion is the integration of advanced technologies such as Artificial Intelligence (AI), Machine Learning (ML), and Augmented Reality (AR) into remote learning platforms. These technologies are revolutionizing the educational landscape by enabling personalized learning paths, real-time feedback, and immersive content delivery. AI-powered analytics are helping educators and trainers identify learning gaps, tailor content, and monitor progress, thereby improving learner retention and performance. Additionally, AR and VR applications are making remote learning more interactive and engaging, particularly in fields requiring practical demonstrations or simulations. The growing emphasis on skill development, lifelong learning, and upskilling in the corporate sector also fuels demand for innovative e-learning solutions, as organizations seek to maintain a competitive edge in an increasingly digital economy.

Government initiatives and policy reforms play a pivotal role in shaping the Remote Learning market. Many governments worldwide are actively promoting digital education through funding, policy support, and public-private partnerships. For instance, national digital learning strategies, investments in broadband infrastructure, and the distribution of digital devices to students have significantly boosted market growth, especially in emerging economies. Furthermore, regulatory frameworks aimed at ensuring quality, accessibility, and data privacy are fostering trust and encouraging adoption among institutions and learners. The rise of Massive Open Online Courses (MOOCs), open educational resources, and international collaborations further accelerates market expansion, offering learners a diverse array of courses and credentials from leading global institutions.

Regionally, North America dominates the Remote Learning market, accounting for the largest revenue share in 2024, followed closely by Europe and Asia Pacific. The United States, in particular, is a frontrunner due to its advanced digital infrastructure, high internet penetration, and strong presence of leading e-learning providers. Europe benefits from robust government support, multilingual content offerings, and a growing emphasis on digital literacy. Meanwhile, Asia Pacific is emerging as the fastest-growing region, driven by massive investments in digital education, a burgeoning youth population, and rising adoption of mobile learning solutions. Latin America and the Middle East & Africa are also witnessing steady growth, supported by initiatives to bridge the digital divide and enhance educational access in remote and underserved areas.

China MOOC market may grow over 24.22% CAGR by 2030, led by government digital education policies and urban demand. Get a free sample of report today.

Since the introduction of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles in 2016, discussions have evolved beyond the original focus on research data to include learning resources. In 2020, a set of simple rules to FAIRify learning resources was proposed, building on existing expertise within the training community. Disciplinary communities have played an important role in advancing FAIR principles for learning resources, although they have approached FAIRification activities in different ways. These communities range from volunteer-led to funded and independent organisations, however commonly include activities such as organising training and capacity building, and coordinated discussions on disciplinary-focused FAIR best practises and standards. Eight disciplinary community case studies are presented and analysed in this paper to examine the motivations, challenges and opportunities towards FAIRification of learning resources, reflecting on how community structure leads to differing responsibilities. The case studies are based on reflections formulated in 2022, the aim is to pull together the experiences of these different communities, focusing on the processes and challenges they encountered, in order to structure this knowledge across different learning platforms, draw attention to the question of sustainability for learning resources and anticipate improvements in future policies and governance.

This dataset is a simplified version of the dataset presenting the results of the survey conducted by the French Ministry of Higher Education, Research, and Space (MESRE) on the implementation of open science policies by higher education and research institutions in France. The full dataset from this survey, carried out from December 1, 2023, to January 26, 2024, is available in the Recherche Data Gouv repository (https://doi.org/10.57745/PH7EIX). The results were published in a report (DOI: 10.52949/80).From 2025 onward, the dataset presented here will be updated and enriched with new information, based on reports submitted by institutions and through systematic monitoring by the ministry.To notify us of the adoption of an open science policy document by your institution, an update to an existing policy, or a broken link, please contact us at coso@recherche.gouv.fr.