Abstract
Post-COVID educational systems in developing countries like Bangladesh face tremendous changes due to the institutional implementation of online classes, distance learning, and hybrid education models. The study utilizes the phenomenological method to delve into the lived experiences of peripheral university students. Thematic analysis, grounded in the Colaizzi model, presents a comprehensive understanding of the data. The study unveils the challenges faced by peripheral university students, ranging from economic hardships, psychological pressures, and academic struggles to disruptions in learning, increased screen time, and sociocultural constraints; the complexities of post-pandemic university life and sheds light on the students' adoption strategies in response to these challenges. The study provides practical implications for bridging the digital divide, fortifying the teacher-student relationship, and offering targeted support to students in the post-pandemic educational landscape. The study holds significance for policymakers, educators, and institutions aiming to enhance the post-pandemic educational experience.
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