Impact of Digital Learning on Primary Education in Bangladesh

Abstract

This study examines the effects of digital learning on primary education in Bangladesh, with specific emphasis on the obstacles encountered by teachers, parents, and children in adjusting to technology-driven methodologies. In response to the COVID-19 pandemic, the Bangladesh government, as part of its Digital Bangladesh strategy, implemented several digital learning technologies, including televised courses and radio broadcasts, to maintain educational continuity during school closures. Access to these technologies has been impeded by several socio-economic and infrastructural obstacles, including inconsistent electricity, restricted device availability, and inadequate digital literacy, especially in rural regions. This study rigorously analyses the practical consequences of these digital transformations and reveals significant barriers that impede effective learning. The study emphasizes the significance of establishing a supportive environment comprising dependable infrastructure, enhancement of teacher capabilities, and community engagement. It also indicates that marginalized populations, such as girls and children with impairments, encounter heightened risks of exclusion from digital education. The research reveals the necessity for context-specific tactics to address the digital divide, highlighting the significance of inclusive policies that combine technology with conventional learning techniques. The work enhances the field by delivering novel insights into the socio-technical dynamics of digital education within a developing country environment, presenting significant implications for policymakers, educators, and future researchers seeking to enhance digital learning outcomes.