Tanvir Ahsan
Open and Distance Learning (ODL) has expanded higher education access in developing countries like Bangladesh, yet persistent challenges undermine its effectiveness for non-traditional learners. At Bangladesh Open University (BOU), established in 1992 to serve working adults, rural residents, and marginalized groups, students face barriers in academics, administration, technology, and socio-personal domains that hinder success and retention. This study aimed to identify daily problems affecting learning outcomes, explore student-proposed solutions, and assess BOU authorities' roles in resolving longstanding issues. Employing a qualitative design, data were collected via 10 in-depth interviews, 3 focus group discussions, and 5 case studies from Master's students with prior Bachelor's experience at BOU's Dhaka and Rajshahi campuses. Thematic analysis revealed patterns, achieving saturation through triangulation. Key findings include outdated curricula, result delays, unreliable digital infrastructure, work-family pressures, and gender biases, with students demonstrating resilience through peer networks. These underscore systemic gaps but highlight actionable reforms. The research contributes to ODL scholarship in developing contexts by amplifying longitudinal student voices, informing learner-centered policies aligned with SDG-4. Recommendations emphasize curriculum modernization, LMS implementation, administrative digitization, tutor training, and gender-inclusive supports to foster resilient, equitable systems, enhancing BOU's national impact.