This dissertation examines how individuals perceive and learn Corporate Social Responsibility (CSR) in Massive Open Online Courses (MOOCs), adopting an interdisciplinary approach bridging management and educational sciences. Through four standalone essays, the research investigates the cognitive and social processes through which learners engage with CSR as an essentially contested concept. These essays collectively explore the diversity of CSR perceptions and individual variations, the mechanisms that foster conceptual evolution, the influence of pedagogical design on the richness of forum dialogues, and the collective processes through which learners make sense of CSR tensions. Together, the findings advance research on CSR education, micro-CSR, and MOOC pedagogy by highlighting the conditions that enable meaningful dialogue, collaborative learning, and reflective engagement with sustainability-related issues.
