Education supply chain management: satisfaction among UUM students in MOOCS courses

The adoption of Massive Open Online Courses (MOOCs) has significantly transformed the education landscape by providing scalable, flexible, and cost-effective learning opportunities. This study examines the role of Education Supply Chain Management (ESCM) in optimizing MOOCs for higher education institutions, with a particular focus on Universiti Utara Malaysia (UUM). By integrating the Technology Acceptance Model (TAM), the research explores the influence of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Perceived Enjoyment (PE), and Behavioral Intention (BI) on students’ engagement with MOOCs. Additionally, A quantitative research approach was employed, using structured questionnaires to collect primary data from UUM students actively engaged with MOOCs. The sample size was determined using Krejcie and Morgan’s (1970) table, with a total of 370 respondents selected through a systematic sampling technique. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), applying descriptive and inferential statistical methods to assess the relationships among the study variables. Findings reveal that PU, PEOU, and PE significantly impact BI, highlighting the importance of user-friendly platforms and engaging course content in fostering learner retention. Furthermore, the study identifies key challenges in MOOC implementation, including high dropout rates, limited learner motivation, and content variability. By integrating ESCM principles, institutions can enhance resource allocation, optimize course design, and improve overall learning outcomes. The research contributes both theoretically and practically by bridging the gap between supply chain management and digital education, offering insights for policymakers, educators, and MOOC providers to refine online learning strategies