<![CDATA[Digital learning through Massive Open Online Courses (MOOCs) has grown rapidly as an innovation in higher education; however, it still faces challenges such as low emotional engagement, limited learning motivation, and high dropout rates. This study aims to examine the application of psychology-based Design Thinking in fostering positive emotions and enhancing the quality of learning experiences in MOOCs. A qualitative descriptive approach was employed by analyzing the implementation of Design Thinking stages, namely empathize, define, ideate, prototype, and testing. Data were collected through observations, participant reflections, and analysis of emotional engagement and responses. The findings indicate that psychology-based Design Thinking improves emotional engagement, emotional regulation, and active learner participation. This approach is effective in creating more human-centered, inclusive, and sustainable MOOC learning environments by emphasizing emotional as well as cognitive aspects of learning.]]>
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