Negotiating Digital Learning and Educational Struggles: Experiences of Dalit Girls in the Faculty of Education at Mahendra Multiple Campus, Dharan

Abstract

Digital learning is very common in higher education in Nepal. This paper examines the experiences of Dalit girls in digital learning at Mahendra Multiple Campus, Dharan. The objective of the study was to explore what challenges Dalit girls face during digital learning. The study applies a generic qualitative research design; two Dalit girls studying at the B.Ed. and M.Ed. levels were selected purposively. Data were collected through in-depth interviews. The interviews were recorded, transcribed, coded, and analyzed using thematic analysis. The findings of the study show that digital learning helped students to be confident and independent learners. Students used various search engines, social platforms, and AI tools to learn lessons and complete assignments. Digital learning helped them in many ways, however, they also faced different challenges. Their long screen time caused eye problems and headaches. Load shedding, slow internet, and poor digital infrastructure of the campus created problems in learning. Students experienced that their teachers helped them less and their peers more. The paper concludes that digital learning supports Dalit girls from different perspectives, but strong institutional support is necessary.