The primary objective of this study is to assess the utility of online learning environments for the professional development of university professor. To this end, the research design incorporates the theoretical underpinnings of the DigCompEdu framework, which guided the development and organization of a Massive Open Online Course (MOOC) aimed at enhancing teachers' digital competencies from a Faculty Development perspective. An analysis of the extant literature on the implementation of DigComp and DigCompEdu in educational settings indicates a concentration on evaluating digital proficiency in higher education instructors, with a clear need for targeted training identified (Santos, 2021). This necessity for training is further accentuated by a study that examines the digital competencies of university professors, which reports a moderate level of proficiency and pinpoints areas that require enhancement (Aiastui, 2021). The European Framework for the Digital Competence of Educators (DigCompEdu) is presented as a comprehensive tool to inform policy and training programs for educators at all levels, including higher education (Christine, 2017). One of the advantages of utilizing MOOCs in faculty development is their accessibility. Teachers can participate in these online courses from anywhere in the world, thereby eliminating geographical and logistical barriers associated with traditional face-to-face training. This flexibility also enables teachers to fit their professional development into their already busy schedules and commitments (Mori, Ractliffe, 2016). The study's participants, as well as the individuals who will join the course, comprised 20 university professors from the University of Urbino in Italy. Following the completion of a training needs assessment, it was determined that there was a need to expand the training options available to recently hired university instructors. Consequently, the decision was made to develop a MOOC to provide Italian university instructors with the opportunity to engage in professional development through an online platform. The MOOC is structured as a sprintMOOC, which is a course with specific learning objectives that can be achieved through digital resources for each training module (Sancassani, 2023). The goal of this course is to improve university lecturers' teaching skills and digital competence, making them aware of the educational potential that can be realized through the use of digital technologies in the university environment. Higher education institutions must seek innovative solutions to the challenges of the 21st century, often through digital methods and deliveries (Carpenter, 2019). The online course, guided by the principles of Open Education, will be published in June 2024 on the 'MOOC UniUrb' platform, managed via Moodle. The following data collection tools will be used for qualitative and quantitative analysis: TET-SAT (technology enhanced teaching self-assessment tool), will be administered at the beginning and end of the MOOC and a specially designed questionnaire to investigate the impact the MOOC may have on the teaching practices. This study aims to enhance the comprehension of university lecturer training and the efficacy of MOOCs in higher education, given their open and adaptable nature, as virtual learning environment that can be useful for Faculty Development point of view.