The COVID-19 pandemic has had a profound global impact, significantly affecting various sectors, including education. In Bangladesh, educational institutions temporarily suspended classes to mitigate the spread of the virus. Public universities faced considerable challenges in transitioning to effective online learning systems. This research employs a qualitative approach to investigate the pandemic's influence on students' academic activities at a public university in Bangladesh. The study aims to understand how the pandemic disrupted learning processes, affected student well-being, and impacted their overall academic experience. The sudden shift to online learning, coupled with the closure of physical facilities like libraries and dormitories, presented unprecedented challenges for students. This study is particularly relevant given the limited research on the specific impact of the pandemic on higher education in Bangladesh, particularly within a public university setting like Shahjalal University of Science and Technology (SUST). The study considers not only the negative impacts of the pandemic but also any unexpected opportunities or positive adaptations that emerged.

Existing literature highlights the significant impact of the COVID-19 pandemic on online teaching and learning worldwide. Studies emphasize the challenges faced by both educators and students in adapting to virtual learning environments, including limited access to technology, inadequate internet connectivity, and difficulties in maintaining student engagement. Research also points to the negative impact on student well-being, including increased stress, anxiety, and feelings of isolation. In the context of Bangladesh, studies have documented the challenges in transitioning to online education due to issues like unequal access to technology and inadequate infrastructure. However, some research also suggests positive aspects, such as the adoption of innovative teaching methods and the development of new digital literacy skills. This study builds upon this existing body of research by providing a detailed qualitative analysis of student experiences at a specific public university in Bangladesh, offering a nuanced perspective on the multifaceted impacts of the pandemic.

This study utilized a descriptive qualitative research approach, employing grounded theory as a framework. Data was collected through in-depth, semi-structured interviews conducted over the phone with 30 students from SUST. Participants were purposefully sampled using social media advertisements within a university group on Facebook. The interviews were conducted in Bengali and transcribed into English. The data analysis involved thematic analysis, with the research team collaboratively identifying and interpreting emerging themes and subthemes. Ethical considerations, including informed consent and confidentiality, were strictly followed throughout the research process. The sample consisted of 30 students (17 female, 13 male) across various disciplines and years of study (mostly undergraduates, with a few master's students). Data collection spanned from September 20 to October 3, 2021, with supplemental interviews from December 24 to 27, 2021, to ensure data saturation. The researchers comprised a graduate student with qualitative research training, a sociology professor with extensive experience in qualitative and quantitative research, and a sociology postdoctoral fellow. This combination of expertise ensured the rigor and credibility of the study's findings. The data analysis involved meticulous coding and interpretation of the interview transcripts. The researchers used Microsoft Excel to organize the data and collaborated extensively to validate the emerging themes and subthemes. The process aimed for data saturation, ensuring that the analysis encompassed the full range of student experiences. The research team's diverse background and lack of pre-existing relationships with participants ensured the objectivity and reliability of the analysis.

The study identified eight key themes that reflect both the negative and positive impacts of the COVID-19 pandemic on students' academic activities. **Negative Impacts:** * **Disruption in Learning:** The sudden closure of the university and the transition to online learning led to significant disruptions in students' learning processes. Many students reported difficulties concentrating at home, limited access to necessary resources (libraries, labs, dormitories), and challenges in adapting to new learning methods. They expressed concerns about falling behind academically and the impact on their future career prospects. * **Loss of Social Interaction:** The pandemic led to a significant loss of social interaction among students, impacting peer learning, collaborative study, and overall morale. The absence of in-person interactions with classmates and professors negatively affected their engagement and motivation. * **Physical Health Challenges:** Many students experienced negative changes in their physical health, including weight gain, disrupted sleep patterns, decreased appetite, and reduced physical activity. These physical issues further impacted their ability to focus on their studies. * **Mental Health Challenges:** The study revealed widespread mental health challenges among students, including increased anxiety, stress, and feelings of hopelessness. These were exacerbated by concerns about the pandemic itself, academic performance, future career prospects, and financial instability. For female students, the pressure to marry before completing their education added an additional layer of stress. * **Financial Crisis and Parental Involvement:** The pandemic's economic impact significantly affected students' financial well-being. The loss of part-time jobs and financial burdens on families resulted in stress and difficulty in affording online learning resources (internet access, devices). Parental pressure to secure employment amidst the crisis further contributed to their anxiety. **Positive Impacts:** * **Adoption of Digital Learning Processes:** The pandemic forced the adoption of digital learning, introducing students to new technologies and platforms (Zoom, Google Meet, Google Classroom, online courses). Many students found pre-recorded lectures convenient and appreciated the flexibility of online learning. * **Cultivation of Adaptability:** Students demonstrated adaptability and resilience by mastering new technologies and adjusting to the changed learning environment. The forced adoption of digital tools improved their digital literacy skills. * **Integration of Online and Offline Activities:** The pandemic enabled students to engage in activities outside of academics, such as hobbies, volunteering, and online freelancing. This diversification of activities helped maintain balance and provided new skills and experiences.

This study's findings highlight the complex and multifaceted impacts of the COVID-19 pandemic on students' academic activities at a public university in Bangladesh. The significant disruptions in learning, the loss of social interaction, and the pervasive mental and physical health challenges underscore the urgent need for a more comprehensive and supportive approach to higher education in the context of future crises. The study's findings align with previous research demonstrating the challenges of transitioning to online learning, particularly in resource-constrained settings. The unexpected positive outcomes—the development of digital literacy skills, adaptability, and the exploration of new activities—suggest the potential of leveraging technology for enhanced learning experiences. However, these positive aspects must be carefully balanced with the need to address the very real negative consequences identified in this study. The study's findings strongly support the implementation of a hybrid learning approach that combines the benefits of online and in-person learning to enhance students’ experiences and outcomes.

This study provides valuable insights into the impact of the COVID-19 pandemic on university students in Bangladesh. The findings highlight the significant challenges faced by students in adapting to online learning, the adverse effects on their mental and physical well-being, and the need for a more supportive educational environment. The emergence of positive adaptations, such as improved digital literacy, demonstrates resilience and adaptability. A hybrid learning model is recommended to optimize educational experiences moving forward. Future research should explore broader contexts, include diverse stakeholder perspectives, and utilize quantitative methods for greater generalizability. This research offers crucial data for policymakers to develop strategies that mitigate the effects of future crises on educational systems.

This study's findings are based on a relatively small sample size (30 students) from a single public university in Bangladesh. The qualitative nature of the study limits the generalizability of the findings to other universities and contexts. The study's reliance on self-reported data may also introduce some bias. Future research should address these limitations by employing larger sample sizes, diverse geographical locations, and incorporating quantitative measures alongside qualitative methods.