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The study intends to examine the integrated significant predictors that influence increased MOOC usability in higher education from learners’ perspectives in Pakistan. Past MOOC studies revealed that MOOCs may experience a decline in quality education due to disconnected robust integration of significant predictors by failing to integrate technology effectively in their teaching methods with outdated content design regarded by inadequate assessment mechanisms. This research utilized the UTAUT model to determine the significant impact influencing the accessibility of MOOCs. For quantitative method, fifty-one participants especially learners gave their initial responses from top universities for reliability analysis. Reliability analysis was applied, Cronbach’s Alpha findings of each construct ranging between 0.878–0.938, indicated evidently that the measurement instrument was acceptable. This study will contribute strong status to the educators and institutions to integrate high-quality content with effective instructional methods that cater to the aspirations of learners and align online education with international standards.