Vol. 7, Issue 1, Part B (2025)

In order to respond to rapid digital transformation and the demand for online instruction during and after the pandemic, this study aims to identify the primary difficulties and obstacles that students encounter when participating in online Physical Education (PE) courses at Ho Chi Minh City University of Technology and Education (HCMUTE), Vietnam. A quantitative survey was conducted from November to December 2023 among 300 students who had completed at least six weeks of online PE instruction, using a standardized questionnaire based on five hypothesized obstacle domains: social perception, psychological factors, technological limitations, interaction limitations, and economic barriers. Reliability analysis yielded Cronbach’s alpha coefficients exceeding 0.75 for all five domains (α_social = 0.818; α_psychology = 0.822; α_technology = 0.833; α_interaction = 0.921; α_economy = 0.755), confirming internal consistency. Descriptive statistics showed that technological limitations (M = 4.16, SD = 0.78) and social perception barriers (M = 4.11, SD = 0.86) were rated highest by students, indicating they are the most significant impediments to effective online PE learning. Psychological factors (M = 3.99, SD = 0.84), economic barriers (M = 3.65, SD = 0.98), and interaction limitations (M = 3.02, SD = 1.27) were considered moderate obstacles. Specifically, over 90% of respondents reported unstable Internet connections and insufficient access to computers, webcams, microphones, and printers, while a majority also expressed concerns about the perceived quality of online PE, peer and family expectations, and a lack of motivation for home practice. The study provides evidence-based recommendations to university administrators, PE instructors, and policymakers to optimize online PE delivery and support student engagement and learning outcomes in the post-pandemic educational context.