Marta Lazo, CarmenOsuna Acedo, SaraGil Quintana, Javier2024-05-202024-05-202019-03-012405-8440https://doi.org/10.1016/j.heliyon.2019.e01326https://hdl.handle.net/20.500.14468/11831In this article, the results of analysing the sMOOC launched by European project Elearning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal’s course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.enAtribución-NoComercial-SinDerivadas 4.0 Internacionalinfo:eu-repo/semantics/openAccessartículoanthropologyeducationinformation sciencesociology