Purpose This study examines how instructor presence, engagement strategies and feedback enhance online course effectiveness, aligning with SDG4 in developing countries. Design/methodology/approach This qualitative study involved 27 students and 12 teachers from private universities in Dhaka and Chattogram, selected through purposive sampling. Data were collected via interviews using in-person and video conferencing. Interview data were transcribed and analyzed thematically. Findings Findings reveal that instructor punctuality and active involvement significantly enhance the learning environment, with virtual office hours and diverse communication methods improving accessibility. Effective management of cognitive load involves simplifying complex content and addressing technological barriers. Strategies like adapting content to local contexts and supporting self-regulated learning are crucial. Engagement practices, including interactive activities and collaborative learning, boost student motivation. Timely, constructive feedback helps students correct mistakes and stay on track. These elements collectively create a more effective and inclusive online learning experience, supporting SDG4 objectives. Delivering on SDG-4 also requires sustained investment in teacher preparation and school infrastructure, including digital connectivity and policies that enable lifelong learning, directly speaking to Targets 4.1, 4.5 and 4.c. Originality/value From a developing-country perspective, this study positions instructor presence enacted through context-sensitive engagement and timely feedback, as a low-cost equity lever that manages cognitive load and strengthens student engagement in bandwidth- and infrastructure-constrained online courses.
Shahriar et al. (2026) studied this question.