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Azimi, Irfanullah
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Exploring the Impact of Massive Open Online Courses (MOOCs) on Higher Education in Afghanistan: Opportunities, Challenges, and Policy Implications Azimi, Irfanullah; Ebrahemi, Mosa; Merzaee, Mohammad Jawad
Journal of Education Research Vol. 5 No. 1 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i1.993

Abstract

Massive Open Online Courses or MOOCs have emerged as a potential solution to enhance access to education globally, including in countries with limited resources such as Afghanistan. This study explores the integration of Massive Open Online Courses in Afghanistan's higher education system through qualitative analysis. Data were gathered from students and faculty across multiple Afghan universities to uncover key themes and implications associated with MOOC integration. The analysis revealed a diverse demographic composition among respondents, with a concentration of younger participants. A total of One hundred twenty participants, including eighty students and forty faculty members, contributed to the study. Perceptions regarding MOOC interventions were predominantly positive, highlighting their potential to enhance educational experiences. However, challenges such as task complexity and the digital divide underscored the need for tailored strategies to address contextual constraints. Despite obstacles, interventions were perceived to positively impact motivation levels and educational outcomes. In conclusion, the study advocates for a nuanced approach to MOOC implementation, considering regional disparities and population dynamics. By contextualizing MOOC integration within Afghanistan's socio-economic and technological landscape, stakeholders can develop targeted interventions to maximize benefits and mitigate challenges. These insights contribute to the broader discourse on leveraging digital technologies for educational advancement, offering practical implications for enhancing access and quality in higher education settings. 
Exploring the Impact of Massive Open Online Courses (MOOCs) on Higher Education in Afghanistan: Opportunities, Challenges, and Policy Implications Azimi, Irfanullah; Ebrahemi, Mosa; Merzaee, Mohammad Jawad
Journal of Education Research Vol. 5 No. 1 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i1.993

Abstract

Massive Open Online Courses or MOOCs have emerged as a potential solution to enhance access to education globally, including in countries with limited resources such as Afghanistan. This study explores the integration of Massive Open Online Courses in Afghanistan's higher education system through qualitative analysis. Data were gathered from students and faculty across multiple Afghan universities to uncover key themes and implications associated with MOOC integration. The analysis revealed a diverse demographic composition among respondents, with a concentration of younger participants. A total of One hundred twenty participants, including eighty students and forty faculty members, contributed to the study. Perceptions regarding MOOC interventions were predominantly positive, highlighting their potential to enhance educational experiences. However, challenges such as task complexity and the digital divide underscored the need for tailored strategies to address contextual constraints. Despite obstacles, interventions were perceived to positively impact motivation levels and educational outcomes. In conclusion, the study advocates for a nuanced approach to MOOC implementation, considering regional disparities and population dynamics. By contextualizing MOOC integration within Afghanistan's socio-economic and technological landscape, stakeholders can develop targeted interventions to maximize benefits and mitigate challenges. These insights contribute to the broader discourse on leveraging digital technologies for educational advancement, offering practical implications for enhancing access and quality in higher education settings. 
Integrating Blockchain and Machine Learning for Predictive Cyber Defense Systems Kohistani, Ahmad Jamy; Azimi, Irfanullah; Fazil, Abdul Wajid
ARMADA : Jurnal Penelitian Multidisiplin Vol. 3 No. 12 (2025): ARMADA : Jurnal Penelitian Multidisplin, December 2025
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid expansion of cyber threats targeting critical infrastructures highlights the limitations of traditional centralized security systems, which suffer from latency, scalability constraints, and single points of failure. This study addresses this problem by examining how the integration of Blockchain and Machine Learning (ML) can strengthen predictive cyber defense and enhance real-time anomaly detection. The purpose of the research is to synthesize current evidence on the security, efficiency, and operational benefits of Blockchain–ML frameworks through a Systematic Literature Review (SLR). Following PRISMA guidelines, a structured search was conducted across four major databases IEEE Xplore, ScienceDirect, Scopus, and Web of Science covering peer-reviewed literature published between 2020 and 2025. Using a four-category keyword strategy, the review initially identified 1100 records, ultimately narrowing the final dataset to 25 studies that met all inclusion criteria. The results indicate that Blockchain significantly enhances data integrity, auditability, and threat-intelligence reliability, while ML improves predictive accuracy and supports real-time detection. Together, these technologies outperform conventional centralized systems in terms of transparency, resilience, and operational efficiency. The study concludes that Blockchain–ML integration provides a robust foundation for next-generation, decentralized cybersecurity architectures, offering measurable improvements in security and system performance.
Co-Authors Ebrahemi, Mosa Fazil, Abdul Wajid Kohistani, Ahmad Jamy Merzaee, Mohammad Jawad