This study focuses on the opportunities and challenges of online learning in Bangladeshi higher education, particularly in achieving Sustainable Development Goal 4, emphasizing inclusive, equitable, and quality education for all. A well-structured questionnaire was administered to collect data from undergraduate students at a public university in Bangladesh. Students’ responses were analyzed quantitatively, using descriptive statistics and Chi-Square tests. Quantitative findings on student perceptions reveal significant benefits in terms of flexibility, self-paced learning, cost-effectiveness, and global networking opportunities, improving access and learning experiences among students from remote or marginal areas. On the other hand, the results draw attention to certain significant issues, such as dependence on technology, unsuitable learning environments, social isolation, and receiving feedback very late, which reduce online education success. These challenges underpin the pressing need for considerable investment in the digital infrastructure of affordable access to technology and blended models of learning, integrating online and offline resources that will meet the diverse needs of learners. Improvement in feedback mechanisms, facilitation of online communities of collaboration, and development of digital literacy among both students and educators contribute to better learning outcomes. The research has proposed actionable measures to enhance online education in Bangladesh, such as expanding internet connectivity, providing subsidies for devices, and implementing innovative teaching methods. Addressing these challenges while leveraging the benefits of online learning has the potential to transform higher education in Bangladesh. This will ensure greater accessibility, equity and inclusivity, thereby contributing significantly to the achievement of Sustainable Development Goal 4.