["British Journal of Educational Technology, EarlyView. ", "\nAbstract\nThis study examines the critical influence of technical and structural factors—such as interface design, technical performance, payment barriers, certification access, pricing models and accessibility constraints—on learner Engagement, Retention and Inclusivity (ERI) in Massive Open Online Courses (MOOCs) and other large‐scale online learning platforms. Employing a novel mixed‐methods analytical method termed 2TS (Topic Modelling, Sentiment Classification, Systematic Keyword Selection and Thematic Analysis), we analysed over 226,000 user reviews from six globally recognised online learning platforms, including traditional MOOC providers and other large‐scale digital learning systems: Coursera, edX, Udemy, Alison, uLesson and Khan Academy. Our findings suggest that technical instability, limited offline functionalities and unclear pricing structures have a negative impact on learner engagement and retention. Furthermore, regional payment restrictions and ambiguous subscription terms disproportionately disadvantage learners in low‐resource settings, significantly undermining the inclusivity of online learning platforms. The research highlights how carefully structured platform design and robust technical infrastructure have a significant influence on digital learning outcomes. Practical implications underscore the need for platform providers to enhance platform usability, promote transparent pricing and adopt inclusive technological solutions, particularly to ensure equitable access and engagement among diverse global audiences.\n\n\nPractitioner notes\n\nWhat is already known about this topic\n\n\n\nMOOCs have significantly expanded access to education globally, especially during the COVID‐19 pandemic.\n\nPrior research on MOOCs has primarily focused on pedagogical design, course content and learner motivation.\n\nTechnical performance and user interface (UI) design are recognised as important but underexplored among factors in influencing learner satisfaction and retention.\n\nPricing models and digital access barriers are known to disproportionately affect learners in low‐resource settings or non‐Western contexts.\n\n\n\n\nWhat this paper adds\n\n\n\nOffers large‐scale, cross‐platform analysis of over 226,000 user reviews using a novel mixed‐methods approach (2TS: Topic modelling, Sentiment classification, Systematic keyword selection and Thematic analysis).\n\nIdentifies four global themes related to UI design and technical performance that directly influence learner engagement and retention.\n\nReveals how opaque payment systems, app instability and regional access restrictions undermine trust and inclusivity.\n\nDemonstrates that mobile usability, offline access and language accessibility are critical enablers (or barriers) of equitable MOOC participation.\n\nIntroduces evidence that even platforms perceived as reputable (e.g. Coursera, edX) exhibit technical and structural issues that deter learners.\n\n\n\n\nImplications for practice and/or policy\n\n\n\nMOOC designers should prioritise user‐centred UI/UX design, especially for mobile interfaces, to improve navigability, reduce frustration and enhance retention.\n\nTechnical teams should invest in backend performance optimisation and robust offline capabilities to support learners in low‐connectivity regions.\n\nPlatform administrators must ensure transparent pricing, flexible and region‐sensitive payment options, along with transparent certification processes to build trust.\n\nPolicymakers and funders should advocate for multilingual support, regional content localisation and device‐inclusive design to promote educational equity.\n\nCustomer support systems must be responsive and learner‐focused to prevent minor technical or billing issues from escalating into significant dropout risks.\n\n\n\n\n\n"]