Students’ Experiences of Engagement in Online Learning: Perspectives of Afghan Female University Students

Abstract

After the Taliban's return to power in 2021, Afghan women have been restricted from higher education. The online learning system became one of the most available opportunities to continue their studies. For many Afghan female students, online learning became more than an alternative education system; it became a practical way of continuing their academic journey even when universities are closed for them. The online learning system helped them to continue learning, develop their knowledge and skills, maintain connections with others, and keep hope for achieving their education and career despite the restrictions and existing barriers. While existence research has focused on technological barriers and access to online education mostly, limited attention has been given to Afghan female students lived experiences of engagement in online learning. This study explored how Afghan female university students describe their experiences of engagement in online learning and the factors they perceive as influencing their engagement. A qualitative phenomenological research design was used because this study aimed to understand the lived experiences of Afghan female university students in online learning. It was an appropriate research design because it helped to explore how participants experienced and

understood their engagement in online learning methods. Data were collected through semi- structured online interviews with Afghan female university students who were currently studying

through online education in Afghanistan. The interview data were analyzed using Braun and Clarke's thematic analysis to examine common patterns and meanings across participant’s lived experiences.

ii The findings of this study reveal that for many female students online learning has become more than just an alternative way of education; this is the only way to continue higher education, hope for a better future and develop important academic skills despite many challenges. At the same time, technological, familial, instructional and personal factors influenced students' engagement in online classes. The study concludes that students’ engagement in the context of Afghanistan is more than just attending in online classes. For them, engagement in online classes represents educational continuity, social connection, hope, resilience, and personal growth despite many political, cultural, and educational challenges. The findings also provide practical recommendations for universities, educators, policymakers, and international organizations to improve online learning and better support for female students in Afghanistan.