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The purpose of this conceptual paper is to inform the administrators, designers, trainers and scholars, and encourage conversations on the role of digital twin technologies in enhancing interactivity in the context of massive open online courses (MOOCs).

Drawing on a review of literature, this article highlights the concept of digital twins and discusses its potential applications on enhancing interactivity in MOOCs.

Findings of this conceptual paper highlights the significance of the emerging industry 4.0 technologies such as digital twins, in enhancing interactivity in a MOOC environment. Implementation of modern technologies such as digital twins and AI in MOOCs could guarantee access to comprehensive and equitable quality education and could expand the scope of lifelong learning for everyone.

This conceptual paper is particularly relevant to the post-pandemic context where organizations and educational institutions have both adopted a hybrid mode of learning. Inclusion of the interactive elements may provide better insights to the platform administrators, designers, trainers and to enhance levels of learner engagement in MOOC environments. Moreover, effective utilization of these technology driven learning models in future may have larger impacts in catering to meet the sustainable development goal (SDG-4) towards provision of quality education.

While past studies focused more on the conceptualization of human-to-human interactivity, the facets of human-to-platform interactivity remained largely unexplored. To our understanding, this paper is one of the initial attempts to conceptually highlight the applications of digital-twin technology to enhance human to platform interactivity in a MOOC context.

The purpose of this paper is to explore the role of Video conferencing (VC) applications towards building institutional resilience and facilitate educational continuity in Higher Educational Institutions (HEIs). Through our study, we aimed to uncover mental reflections of faculty based on their experiences in using VC platforms for handling online classes.

Data were collected primarily through semi structured interviews with 25 Business school faculty from India, supplemented with data from observation and secondary sources. Following the Gioia approach, a conceptual framework was developed using the identified themes and dimensions.

The study revealed that low self-regulation, learner disengagement, need for top management support and instructor challenges were the aggregate dimensions that required focused attention while using tools such as VC applications towards designing effective institutional resilience interventions for educational continuity.

Findings of this study may help the policy-makers of HEIs in developing an effective plan to increase the effectiveness of educational resilience interventions in the digital learning environments. The implications are much wider than the scope of higher education landscape and may be extended to the corporate learning and development lexicon.

This study is an early attempt that employed a systematic qualitative approach to explore and capture mental reflections of faculty on the use of VC applications towards building institutional resilience for educational continuity during crisis situations.