SUSTAINABLE ANALYSIS OF GLOBAL HIGHER EDUCATION VIA DIGITAL ENERGY TECHNOLOGIES DURING AND POST COVID-19 IN RURAL NEPAL

Abstract

The pedagogical environments for students and teachers could not remain same after the post-COVID-19 epidemic as during pandemic, particularly in digital practice. The research paper based on qualitative technique. On June 13, 2022, a sustainable analysis of global higher education via digital energy technology was conducted as a part of gathering primary data in rural Nepal, from private, public, and government campuses. Focus groups and in-depth interviews were audio recorded, and the transcriptions were precise. Online semi-structured interviews with 15 participants, including five from private campuses, five from the public, and an additional five from the government campuses, were done to collect qualitative data. Some participants in the pandemic also received instruction in utilizing ICT tools and digital pedagogy, but the post COVID, they are unable to engage in online courses owing to the availability of conventional classes. This papers examines the pedagogy of higher education in during and the post epidemic. Examining how digital teaching and learning can be one of the best options for both teachers and students during and post the epidemic is the goal of this project. For students and educators, learning about online education and becoming digital humanists is challenging job, which encourages self-reliability and improves hybrid ICT. The research discusses how professors and students in remote locations considered hybrid teaching and learning when there were limited ICT facilities, adequate electrical supplies, and sufficient familiarity with digital gadgets. Teachers are keen to boost digtal skill due to relying on e-based education, inadequate ICT skill, and absence of access to digital technology. Countryside students would be accessible online classes for global higher education after the post COVID if the government of Nepla offered a subsidy, a modest ICT infrastructure, familiarity with electronic devices, and ICT-trained professors to aid them to recover digital learning. The majority of the students of higher class demanded online classes during pandemic due to their unavailability of time, grow digital knowledge, and grasp multiple opportunities.