The rapid transition to online learning during the COVID-19 pandemic exposed deep structural inequalities within higher education systems, particularly in contexts with uneven digital infrastructure. This paper examines student access, engagement, and learning experiences during emergency online education in Sri Lankan universities. Drawing on qualitative evidence, the analysis focuses on student-reported challenges relating to device access, internet connectivity, learning environments, motivation, and adaptation to digital platforms. The findings reveal that online learning was not experienced uniformly, but shaped by socio-economic conditions, technological access, and prior exposure to digital tools. Students without reliable devices or stable internet connections faced persistent barriers to participation, while others struggled with reduced interaction, concentration difficulties, and declining motivation. These challenges were not isolated but reflected broader structural inequalities embedded within the higher education system. This paper contributes to ongoing research on digital inequality and student experience by offering a context-sensitive account of emergency online learning in a developing higher education setting. It argues that access to education during crisis conditions cannot be understood solely in terms of availability of online platforms but must consider the material and social conditions that enable meaningful participation.

Online learning, digital inequality, student engagement, COVID-19, higher education, Sri Lanka

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