Shukra Raj Adhikari, Bhawani Shankar Adhikari, Ganga Acharya

E-learning Method and University Life of Married Female Students in Patriarchal Social Structure in Sociological Perspective

Introduction

E-learning method and university life of married female students in patriarchal social structure in sociological perspective. Examines e-learning's challenges and opportunities for married female university students in Nepal's patriarchal society, addressing issues like device access, internet quality, and household duties.

Abstract

Education is a process and means of human empowerment and social transformation. There are both formal and informal practices in educational processes. University is a unit of the formal education system that provides specific knowledge and skills in a universal context. Face-to-face teaching is traditionally practiced as the teaching pedagogy in university education in Nepal. This paper analyzes the challenges and opportunities of e-learning for married female students within the university context under the patriarchal social structure. Married female students’ in-depth interviews based on the challenges and opportunities they faced in the e-learning system in university education have prepared the cases through their narratives as the primary date of the research. The cases have been collected by purposive sampling through the university level of students. The content analysis method has analyzed both primary and secondary data types. Married female students have been found to suffer from problems with individual devices, financial problems, computer literacy, regularity of electricity, and poor internet quality. Similarly, they have to face house-loaded problems during class time. They have the opportunity to manage household activities and adapt to new technology in learning, saving travel time and cost under the e-learning system of university life. The theoretical explanation of patriarchy only gets partially analog except for the partial application of its assumptions in the e-learning system, mainly for the married female students of the university.

Review

This paper addresses a highly pertinent and critical area of inquiry, examining the multifaceted experiences of married female students engaging with e-learning within a university context in Nepal, underpinned by a patriarchal social structure. The chosen sociological perspective promises a nuanced analysis of how broader societal norms and structures influence individual educational trajectories. Given the global pivot towards digital learning and the persistent challenges of gender inequality, the research is particularly timely and makes a valuable contribution to understanding the differential impacts of e-learning on specific demographic groups, especially in developing countries where digital divides and traditional gender roles often intersect. Methodologically, the study employs a qualitative approach, utilizing in-depth interviews with married female students to construct case narratives, which is appropriate for capturing the rich and complex lived experiences. Purposive sampling and content analysis are suitable choices for this exploratory research. The findings illuminate a dual reality: significant challenges such as inadequate individual devices, financial constraints, limited computer literacy, unreliable electricity, poor internet quality, and the persistent burden of household responsibilities during study time. Conversely, the study also identifies opportunities, including greater flexibility for managing domestic activities, adaptation to new technologies, and savings in travel time and cost. The abstract's mention that "The theoretical explanation of patriarchy only gets partially analog except for the partial application of its assumptions in the e-learning system" is an intriguing, albeit somewhat abstractly phrased, finding that suggests a complex interplay between traditional structures and new educational modalities. Overall, the paper provides compelling qualitative evidence on an under-researched topic, offering crucial insights into the practical barriers and unexpected benefits of e-learning for a specific demographic. To further strengthen its impact, the full paper would benefit from a more explicit and detailed discussion of *how* patriarchal structures specifically mediate or interact with e-learning experiences, elaborating on the "partially analog" finding to provide clearer theoretical implications. Furthermore, translating these findings into actionable policy recommendations for universities and policymakers to foster more inclusive and supportive e-learning environments for married female students in similar socio-cultural contexts would enhance its practical utility. Despite these minor suggestions, this research stands as a significant contribution to the literature on gender, education, and digital equity.

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