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<p style="text-align: justify;">This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.</p>

Educational institutes across the world have closed due to the COVID-19 pandemic. Most educational institutes have shifted to online learning platforms. In this background, study aim was to find out the perception of students towards online-class during COVID-19 pandemic. The study was carried out by using the structured questionnaire survey, and self-administered online Google form was developed to collect the data. The data were collected from 199 students of public college. The reliability test of collected data was checked by calculating the Cronbach’s Alpha value. Frequency, percentage, and mean was used to analyze the data. Finding of the study revealed that 77.4% students adopted online class in their learning by using mobile devices. However, majority of respondents felt confident to use online-class function and adopt content. Similarly, 71.9% respondents reported that they used the mobile phone data (for internet) during online-class, majority of respondents believed that online class was one of the easiest platforms to share the knowledge and collect the required information. The analysis showed that the common online platforms in Nepal were Zoom, Microsoft Teams offering online interactive classes. They also agreed on the advantages of online learning. Majority of the students preferred to use smart phone for online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility.

ICT (Information Communication Technology) has revolutionized education by bringing innovation into the classroom. This paper explores the integration of four key elements: learning through games and gamification, Bring Your Own Device (BYOD) and mobile education, learning with adaptation and artificial intelligence (AI), and online cooperation and connections. The study examines the benefits and implications of these innovative approaches in enhancing teaching and learning experiences. It highlights how games and gamification engage students and promote active learning, while BYOD and mobile education provide flexibility and access to educational resources. Additionally, it discusses the personalized learning opportunities offered by adaptation and AI, as well as the collaborative and global connections fostered through online cooperation. The research underscores the importance of these elements in transforming education and preparing students for the challenges of the digital era.