Cultural Dimensions Of Online Learning Among Rural Students: A Mixed-Method Study

Abstract

The rapid expansion of online education in the post-pandemic era has transformed learning environments across the globe. However, the experience of rural students remains shaped not only by technological limitations but also by deep-rooted cultural factors that influence their participation, motivation, and outcomes. This study investigates the cultural dimensions of online learning among rural students, focusing on family norms, language practices, gender expectations, community beliefs, and access to cultural capital. Using a mixed-method approach, data were collected through surveys, interviews, and focus group discussions from rural students across selected regions. The findings reveal that cultural norms significantly affect online learning behaviour students often lack a supportive home learning environment, face gendered role expectations, and experience language barriers in digital communication. Limited digital literacy, parental attitudes, and traditional community perspectives further hinder effective engagement. The study argues that online learning is not merely a technological shift but a culturally embedded process. Recommendations emphasize culturally inclusive pedagogy, community-based digital training, localized content, and culturally responsive learning models for rural learners. This research contributes to a broader understanding of how culture shapes digital education and highlights the need for nuanced, context-sensitive interventions.