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This study investigated a story-based learning MOOC’s effectiveness in enhancing digital competence.

A quasi-experimental design with 5,501 participants enrolled in a developed MOOC course was assessed through pretests, formative assessments and posttests. K-means clustering, using the Self-Efficacy in Digital Competence Scale (SDCS), was employed to classify experimental and control groups and analyze differences in perceived competence across age groups (10s–60s).

Learners’ digital competence significantly improved (p < 0.001) after the MOOC, demonstrating knowledge and skill gains across various domains. The highest SDCS domain was communication and collaboration, while the lowest was digital content creation. Additionally, the SDCS data showed higher self-efficacy in the 20–40s age group and lower in the 10, 50 and 60s.

The findings suggest a gap in learners’ digital content creation competence. Additional content could be incorporated to bridge this gap. This study supports story-based learning MOOCs for promoting digital competence.

This research contributes to the field by developing and evaluating a MOOC with story-based learning to explore learners’ digital competence and its relationship with age.