Equity is crucial in maintaining human rights in the education sector. It has become more crucial due to the abrupt global spread of coronavirus and the initiation and affordances of unequal accessibility to online teaching, specifically in resource deficit peripheral countries like Bangladesh. Hence, it seems pertinent to explore if online education ensures educational equity, fairness, and social justice for students and teachers in Bangladesh. Data were collected from teachers and students at private universities in Bangladesh through online surveys followed by Focus Group Discussions (FGDs), and the data were analysed through descriptive statistics and thematic analysis. Based on the findings, the paper shows that students from underprivileged backgrounds in rural and sub-urban areas in Bangladesh do not have "educational equity." They do not have access to uninterrupted internet facilities and amenities required to attend online classes. "Fairness" seems to be absent too. Both students and teachers feel that academic integrity in assessment has not been maintained adequately. Universities have not taken appropriate redistributive policies and removed institutional mechanisms that discriminate against low-income people. Consequently, "social justice" seems compromised. In the end, the paper suggests possible ways to ensure equity, fairness, and social justice in online pedagogy in higher education.