Abstract
A conducive and safe digital learning space has become a prominent concern in the present pandemic situation since most teachers and students are engaged in the online mode of instruction. In Nepal, various educational institutions have likewise adopted digital solutions to continue their academic operations. Despite the growing literature on emergency remote education, there seems to be a lacking sense of urgency to examine digital learning spaces. Thus, this chapter explored the issues surrounding safe and conducive digital learning environments using a qualitative approach to identify barriers and opportunities for a successful online education in Nepal. The findings of this chapter realized multifaceted digital transformation challenges (e.g., cyberbullying) coexisting with various positive aspects of learning online (e.g., flexibility). As the temporary shelter for academic services, this chapter argued that all stakeholders must take responsibility for making digital learning safe and conducive.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
