Assessing Improvements in Accessibility and Student Perspectives on eLearning in Rural Schools in Bhutan During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic severely impacted education worldwide, resulting in widespread school closures and an abrupt shift to eLearning. This study examines the accessibility of eLearning and students’ experiences during the COVID-19 pandemic in a rural school in Bhutan, focusing on the initial and later phases of emergency eLearning. Data were collected in two rounds—March 2020 and June–August 2022—using census and surveys to capture changes in device access, connectivity, parental support, curriculum relevance, and overall satisfaction. Findings show significant improvements in access to smartphones and modest improvements in BBS TV and laptops, which facilitated gradual adaptation to eLearning. However, reliable internet connectivity declined, parental support decreased, and challenges related to timetables and curriculum persisted, limiting the effectiveness and equity of learning. Overall satisfaction improved moderately, suggesting device accessibility as a key enabler of engagement. Based on these results, the study recommends targeted policies to provide equitable device access, strengthen digital infrastructure, enhance parental support, among others to ensure sustainable and inclusive eLearning in rural Bhutan.