This study examines the enrolment patterns, engagement practices, and challenges experienced by pre-service students enrolled in SWAYAM Massive Open Online Courses (MOOCs) in India. Using a descriptive survey design, data were collected from 73 respondents through a structured questionnaire comprising 12 items across dimensions of enrolment behaviour, content engagement, assignment practices, challenges, and interaction through discussion forums. The instrument demonstrated high internal consistency (Cronbach’s α = 0.894), indicating strong reliability.

Findings reveal that students exhibit selective yet purposeful enrolment behaviour, with a majority choosing courses aligned with their academic and professional interests (78.1%). However, only 57.5% actively enrol regularly, and fewer pursue multiple courses simultaneously. Engagement practices show moderate interaction with course materials, with relatively low adherence to weekly video lessons (35.6%) but better engagement with assignments (61.6%), indicating a structured, assessment-driven approach to learning. Discussion forums are perceived as useful (64.4%), yet active participation remains limited (43.8%), suggesting passive engagement patterns.

Challenges reported include financial barriers related to certification (45.2%) and, to a lesser extent, technical and language difficulties (24.7%). Additionally, certification completion rates are low, with 75.3% of learners not completing any course with certification, despite over half being engaged in ongoing courses. The findings suggest that while SWAYAM is widely accessible and valued as a learning platform, sustained engagement and course completion are influenced by time constraints, financial limitations, and varying levels of self-regulated learning.

The study highlights the need for institutional support, financial assistance, and pedagogical interventions to enhance learner persistence, active participation, and certification outcomes in MOOCs.