Abstract
Doctoral studies are challenging and complex because they require a significant investment of time, effort, and resources. The COVID disruptions to doctoral students' educational trajectorie well-being. This paper draws on UNESCO's 2022) social justice framework as a lens to gain a deeper understanding of the question of access in conducting research in South Africa and India during the pandemic. It employs a literature review and comparative thematic analysis to compare the experiences of doctoral students. It focuses on how the shift to an online mode affected access to research participants, supervisors, and social interactions, considering historical and socio disparities. The results indicate varying problems with access to physical and online research-related resources based on the research area, ge mental health challenges were also reported, along with limited or no available support. Students adopted flexible and community The paper concludes with actionable recommendations to remove structural barriers and enhance student access to research-related resources, aiming to build resilient and inclusive support systems in higher education and achieve the transformative potential of higher education.