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This study aims to explore the complexities faced by postgraduate students at Universitas Terbuka (UT) during their thesis writing process in a distance learning environment, focusing on their perspectives, challenges and strategies.

The research employed a mixed-methods approach with a convergent parallel design, incorporating both quantitative data from 146 online questionnaire responses and qualitative insights from semi-structured interviews with 16 students. This comprehensive methodology enabled a detailed examination of the students' experiences. The participants were from seven study programs in the Postgraduate Schools of UT.

The study identifies key themes impacting thesis writing in a distance learning context, including self-discipline, time management, access to resources, technological adaptation, feelings of isolation, motivation and supervisory interaction. The findings highlight the critical role of structured support systems, technological infrastructure and adaptive strategies such as online study groups and productivity tools in mitigating these challenges. Regular, constructive feedback from supervisors and the establishment of a supportive academic community are crucial for student success.

The research emphasizes the need for educational institutions to enhance their digital platforms and provide comprehensive training to bridge the gap in resource accessibility and technological proficiency. Further studies could expand on the specific needs of different demographic groups within the distance learning framework.

Institutions should implement targeted interventions such as time management workshops, regular mentoring sessions, and the development of interactive and collaborative online platforms to support distance learners effectively.

By addressing the unique challenges of thesis writing in distance education, this study contributes to improving academic outcomes and enhancing the overall learning experience for postgraduate students, fostering a more inclusive and supportive educational environment.

This research provides valuable insights into the specific experiences of postgraduate students at UT, offering actionable recommendations for educators and policymakers to support thesis writing in distance learning contexts.