<p>This study evaluates the effectiveness of online and offline learning methods among engineering students in Bangladesh using the Analytic Hierarchy Process (AHP). Eight critical criteria—cost, flexibility, learning effectiveness, interaction, concentration, pace of learning, technological challenges, and practicality—were analyzed to understand their impact on these modalities. The findings revealed "Concentration" and "Technological Issues" as the most significant factors in online learning, reflecting challenges in maintaining focus and overcoming technical disruptions. For offline learning, "Cost and Time" and "Flexibility" emerged as the most critical, highlighting financial constraints and rigid schedules. Socio-economic disparities were evident, with public university students prioritizing cost efficiency and private university students emphasizing quality outcomes. Statistical analyses, including Pearson correlation and sensitivity analysis, validated the rankings and provided robust insights into the relationships between criteria. Confidence intervals further enhanced the reliability of the results, addressing variability in participant responses. These findings underscore the need for targeted interventions in Bangladesh’s education sector. Investments in reliable digital infrastructure and interactive online content are crucial to improving online learning. Similarly, addressing financial and logistical barriers can make offline learning more accessible and inclusive. This research provides actionable recommendations for policymakers and educators in Bangladesh and offers a framework applicable to other developing nations. By bridging gaps in educational strategies through a data-driven approach, the study contributes to creating equitable and effective learning environments, tailored to the needs of diverse socio-economic groups.</p>