This paper reports an analysis of university lecturers and students’ experience of the online mode of learning in the COVID-19 situation. It as qualitative research employed semi-structured interviews and observation of online classes to gather data. It reports on how online classes enabled university lecturers and students to manage online learning and improve technological skills with consistent practice of various information and communication technology (ICT) tools. Despite limited technological and pedagogical knowledge, lecturers initiated online learning as an alternative to physical classroom learning in the crisis. Both lecturers and students, thus, were intimidated by new technologies and ways of learning at the beginning. In absence of ICT training, their consistent practices of online learning enabled them to develop some level of confidence in using ICT in teaching and learning activities. Many students from remote rural villages, however, are unable to access online education due to the lack of the internet, smart devices and electricity. The online mode of learning, albeit it is reported a potential strategy to shift from the traditional education system to modern learning, cannot be sustainable in the context where there is limited or no infrastructure for the internet and electricity.

This article shows a shift that is brought about by the integration of information and communication technology (ICT) in teaching and learning activities in Nepal. The objective is to investigate how online classes have transformed traditional teaching models. It reviews the effectiveness and challenges of online classes as the world is rapidly moving to the digital era. The policies and plans of the Government of Nepal are directed to integrate ICT tools to transform traditional models of teaching realizing the necessity and importance of using technology in education. The proper application of technologies has transformed the practices and procedures of all forms of venture within education, business, governance, and personal life. Online classes apply flexible delivery modes to help and address the issues of the diverse potential learners by providing multiple pathways and opportunities for those seeking further education in future although they have some challenges. During the COVID-19 pandemic, all schools and universities in Nepal have switched their regular classes into online classes to give continuity in teaching and learning. This pandemic can be an opportunity to accelerate technology-based learning in academic institutions, developing online teaching and learning infrastructure.

This article explores the experiences of university teachers regarding the shift they have encountered in academia while using blended mode of learning. The study applies a qualitative interpretive design with semi-structured interviews to collect data. During the time of COVID-19 pandemic, almost all the universities in Nepal shifted their teaching mode from traditional face-to-face to online virtual teaching assisted by various information and communication technology (ICT) tools. Blended mode of learning is the amalgamation of traditional face-to-face learning and virtual learning supported by technology. The use of technology has become an integral part in higher studies to address the needs and challenges of various students. By the integration of virtual learning environment with the elements of face-to-face learning, flexibility can be made to include many students. Blended learning fills the gap by proving itself as an alternative mode in this rapidly changing and globalized world where almost everything has been digitalized. It also promotes self-regulated learning and improved student engagement. In the context when fully online mode is not possible, blended mode enables both teachers and students to cope up with the challenges. Problems concerning the speed of the internet, irregular power supply, lack of necessary devices and so on affect both online and blended modes. For the effective implementation, there is a lack of infrastructure development in both university classrooms and homes. Students can increase communication with teachers using blended mode so that learning can be enhanced which combines positive aspects of online and physical learning environment. The popularity of blended learning is increasing due to its inclusive nature and being an alternative method. The findings of the study indicate that blended learning, if systematically managed by making the provision of infrastructure development, can be applied as the best alternative for students’ learning enhancement.

This paper explores Taslima Nasrin’s novel Lajja from the perspective of intersectionality through the portrayal of female characters as religion and patriarchy have subjugated them in Bangladesh. Intersectionality crystalizes the dynamics of female issues regarding the tutelage that society and other institutions create for them. In the novel, the author tries to reflect these issues of intersectionalty regarding freedom of expression for both women and people in minorities and the problem of identity crises they suffer. Likewise, the religious as well as political conflicts impede the minorities group to feel liberate and find their identity. The reason behind this can be justified because the novel was banned and a fatwa was issued against Nasrin. Mainly, the focus is on how the religious and social confinements for the women and people from marginalized group made their voices unheard. This situation makes women rebel against male chauvinism and religious fanatics. As a qualitative review article, it reviews some articles relevant to Nasrin and her novel as secondary sources, her novel as primary source applying an intersectional approach, through the study of feminism and religious fanaticism as methodological tools.

This paper analyzes the self-transformation process in Sumnima by BP Koirala and The Guide by RK Narayan, which have been discussed in terms of religion. Both the writers belong to the South Asian Hindu community and focus on the religious change that has played an important role in the life of their characters. In Koirala’s Sumnima, Somdatta, the central character, realizes the state of equality transforming himself from his identity of Brahmin and bestows love to Sumnima, a girl from the Kirat community. Transforming himself from his orthodox Hindu culture, he performs the role of Bhilla for reviving pleasures. In Narayan’s The Guide, the protagonist Raju ultimately turns as a saint (sadhu) from his role of a railway guide, a businessman, a good lover, a corrupt guy and a prisoner. In both novels, religion has played a key role to transcend the role of the characters and finally transform inwardly. The concept of self and the process of religious transformation have been used as theoretical tools to explore these novels. The findings provide evidence that religion in a true sense enables the human beings to transcend many kinds of human bondages and self-transformation. In both novels, the protagonists detach themselves from the material world and change inwardly realizing the self. They ultimately transcend material comfort for the liberation of their beliefs, undergoing different stages of their lives. In Sumnima, Somdatta gives up his religious ideas for the transformation of his self, but in The Guide, Raju transforms himself following ritual practices and becomes a saint.