Purpose: Even though the pandemic years resulted in a significant increase in massive open online courses (MOOCs), there are still countries where penetration is low. The rejection of MOOCs can inhibit individual and societal advancements. The purpose of this study is to explore what is behind the resistance to MOOCs in these regions. Using the theoretical framework of innovation resistance theory, it defines the factors that inhibit the adoption of MOOCs. Design/methodology/approach: The research is based on two studies. In the first study, in-depth interviews were used to explore factors that may cause barriers to adoption. Following the results of the first phase, a survey was conducted to investigate resistance to MOOCs, including both users and nonusers of such platforms. Findings: Structural equation modeling revealed the presence of functional and psychological barriers, with the most significant being usage and value-related barriers. The lack of information and the need for interaction were identified as the main factors contributing to these barriers. Originality/value: The results help increase the acceptance and effective integration of MOOCs into different educational environments, especially in countries with high resistance.