Thesis (M.Ed. in Educational Leadership and School Improvement)

Permanent URI for this collectionhttps://hdl.handle.net/10361/23337

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Open Access
Exploring the role of play-based learning in shaping early literacy skills among kindergarten children in Cambodia
(BRAC University, 2025-09) Shumi, Sumaia Islam; Rashid, Mamunur; BRAC Institute of Educational Development
This qualitative study explores the role of play-based learning in developing early literacy skills among kindergarten children in Cambodia. It focuses on how play activities support literacy, drawing on Vygotsky’s socio-cultural theory and the idea of emergent literacy. The research also considers teachers’ views on using play in literacy lessons, their teaching methods, and the level of student involvement during play. It highlights the challenges teachers face when using play-based methods in their classrooms. Data was collected from kindergarten classrooms in both urban and rural areas of Cambodia through semi-structured interviews with teachers and observations of literacy activities. The study aimed to find common trends, challenges, and opportunities related to play in learning using thematic analysis. The results show that play-based learning improves children’s phonological awareness, vocabulary, storytelling, and understanding of print concepts. However, factors such as large class sizes, limited resources, and inadequate teacher professional development make it challenging to use these methods effectively. Teachers said they need more support from their schools, training tailored to their specific context, and teaching materials that reflect their cultural backgrounds. The study emphasizes the importance of policy changes, increased teacher support, and evidence-based approaches to enhance play-based learning as a crucial component of early literacy programs. These findings can help improve early childhood education by addressing systemic challenges and enhancing teacher skills, particularly in resource-constrained settings like Cambodia. The research also adds to wider discussions about fair and developmentally appropriate early literacy practices.
Open Access
Understanding home literacy environments: parents' perceptions and practices in government primary schools of Dhaka, Bangladesh
(BRAC University, 2026-02) Mim, Naila Sultana; Islam, Hridita; BRAC Institute of Educational Development
Interconnectivity between effects of parents on children in home literacy environment (HLE) is still an under explored area in Bangladesh. The aim of this study is to find relationship between parents and children from government primary schools in order to understand and support home literacy. The study took place in Dhaka, the capital of Bangladesh. Analyzing interviews and observation data from eight families, I looked for parents’ involvement with everyday literacy practices and hurdles they face in the process. Home provides a significant factor for parents to learn. Moreover, mental support plays more pivotal role than books or planned activities to support literacy. It underscores the point that literacy support is interconnected and embedded in caregiving routine, notably by mothers, who also manage household activities. Parents practice their own strategies and techniques. However, they deal with problems of limited resources. By resources, they indicate difficulties with learning, digital distractions, and blame scarcity of school guidance. This study shows importance of home literacy as a contextually grounded practice rooted in environment and emphasizes the need for schools to provide help that fits with the family’s daily lives in government primary schools.
Open Access
Private english medium school teachers’ perception on social emotional learning (SEL), its classroom practices, and implementation challenges for grade 3–4 children in Dhaka, Bangladesh
(BRAC University, 2025-12) Chadni, Sultana; Saha, Somnath; BRAC Institute of Educational Development
This study explores how teachers in private English medium schools in Dhaka perceive and implement Social-Emotional Learning (SEL) in Grade 3–4 classrooms. It focuses on teachers’ understanding of SEL, their classroom practices, and the challenges they face in the absence of formal SEL policies or structured training. Using a qualitative approach, the study draws on in-depth interviews with five teachers and classroom observations from two schools following international curricula. Findings indicate that teachers value SEL and integrate it informally through emotional support, relationship-building, and classroom management to promote student well-being. However, these practices are largely intuition-driven rather than guided by structured frameworks, resulting in variation across classrooms. The consistent implementation of SEL is further constrained by time limitations, academic pressure, limited professional training, and uneven institutional support. The study highlights the need for clearer guidance, capacity-building, and contextually relevant SEL strategies to strengthen socio-emotional learning in private English medium school settings.
Open Access
Exploring the role of parental involvement in learner’s academic experiences in semi-urban english medium schools
(BRAC University, 2025-04) Gomes, Juliet G; Anwar, Nafisa; BRAC Institute of Educational Development
This study investigates how parental involvement shapes students’ academic experiences in semi-urban English-medium schools in Bangladesh, focusing on two case schools in Narayanganj. The purpose was to examine the extent, nature, and barriers of parental involvement and to identify strategies schools might adopt to strengthen parent–school partnerships. Coleman’s Social Capital Theory provided the conceptual framework, highlighting how networks, trust, and shared norms influence collaboration between home and school. A qualitative case study design was employed, using semi-structured interviews with parents, teachers, and school administrators, alongside focus group discussions with students. This multi-perspective approach enabled a deeper understanding of how parental involvement is perceived, practiced, and constrained in the semi-urban context.Findings reveal that although parents demonstrate strong emotional commitment and a genuine desire to support their children, their involvement is often limited by time constraints, parents’ educational backgrounds, and restrictive school procedures. Purposeful engagement is further hindered by deficient communication strategies, a lack of structured extracurricular activities, and the underutilization of platforms such as Parent-Teacher Associations (PTAs) and School Management Committees (SMCs). Teachers and administrators similarly reported difficulties in engaging parents consistently, citing socio-economic conditions and cultural expectations as key factors. The study concludes that schools can strengthen parent–school partnerships by adopting inclusive communication practices, building parents’ capacity, and implementing culturally responsive strategies. Such measures can foster collaborative educational environments that support not only students’ academic outcomes but also their overall growth and well-being.
Open Access
Practices of parental involvement in government primary schools
(BRAC University, 2025-09) Sultana, Rebeka; Islam, Hridita; BRAC Institute of Educational Development
This study addressed the significance of parental involvement in children’s education as an essential factor in achieving children’s academic success. However, the existing practices of parental involvement concern challenges to the stakeholders in government primary schools. This study endeavored methods of optimal parental involvement strategies perceived by parents and teachers. Furthermore, this study also explored ways of effective parental involvement practices according to the opinion of parents and teachers. This study undertook a qualitative research framework and semi-structured interviewing procedures to obtain data from 6 primary school teachers. Besides this, 12 parents were chosen for the focus group discussion from both rural and urban primary schools. This study addressed a high requirement of having stronger communication between parents and teachers, which was acknowledged by them, this investigation also uncovered numerous challenges associated with parental engagement process, which are: miscommunication between parents and teachers, parents’ ignorance, illiteracy, poor economic condition. From the teachers’ side; overloaded classroom, workload, and ineffectiveness of PTA activities. In the final analysis, this study revealed certain factors that has been proposed as recommendations by the participants for facilitating productive parental involvement initiatives. These are: Parents’ close connection with children, strong communication with teachers, facilitating parents’ workshops, and strengthening PTA activities by the school authority. The findings determined that respectful collaboration between parents and teachers is crucial for promoting children’s academic performance and comprehensive growth.
Open Access
Exploring caregiver-child interaction in child care center in Dhaka
(BRAC University, 2019-11) Abedin, Syed Shamsul; Yesmin, Sakila; BRAC Institute of Educational Development
The number of working women is increasing with the enhancement of women education in Bangladesh. So, it has become a burning expedition for the working women of the country to secure and educate their children in a sound way. Thus, the need of quality child care center is in rise in the country in the current century. On the other hand, quality child care center refers the quality care through quality caregivers. By the way, quality child care refers a base of constructions which can effective in early childcare, like, responsiveness is responding to the needs of individual children and acknowledging children’s feelings and thoughts and providing opportunities for children to develop. Caregiver-child interaction plays a big role to ensure the quality of child care. Caregiver-child interaction is a fundamental key of early development. Positive caregiver-child interaction refers to sensitive responsiveness, language & cognitive stimulation support for peer interaction, positive warmth, positive affect, reciprocity, and mutuality. Caregiver-child interaction very much important for all the child’s basic physical and psychological needs must be met by one or more people who understand what infants, in general, need and what this child, in particular, wants. However, caregiver-child interaction need early years because of children latter development and for school readiness. Also a limited numbers of studies have been done in this topic, so need to more work on it. The research was an exploratory study which collected in depth information about the knowledge and practices by the caregivers in the child care center`s during caregiving hours. The research was to explore the knowledge and practice, consequently, it followed a qualitative data collection approach. By this method is able to give in-depth knowledge and practice about the caregiver-child interaction. Conversely, 6 caregivers have selected who is working in daycare center in Dhaka city. The researcher used qualitative method. The primary purpose to choose qualitative research approach is to gather in-depth understanding of caregiver-child interaction in child care center. The findings of the study show that, the knowledge of early childhood development varied among caregivers on some aspects but then also similar opinion was found on some aspects, of understandings. Again, the practices among the caregivers were found to be inconsistent with the knowledge shared in most of the aspects. For some factors are influenced on caregiver-child interaction that’s way caregivers lacked in implementing their knowledge while caregiving. A conclusion can be drawn that some factors which influenced caregiver-child interaction. Child-caregiver ratio, skill and training, and educational qualification it will help to address the influencing factors of caregiver-child interaction. Therefore, it can be recommended that adequate professional training on caregiver-child interaction should be provided to the caregivers. On the other hand, to ensure the quality practice of the caregiver’s performance through supervising and monitoring. A large-scale study is required to come up with the right picture of the knowledge and practice of the caregivers in the child care centers.
Open Access
Adolescents’ perception on extracurricular spaces: a comprehensive exploration of adolescent play lab
(BRAC University, 2025-07) Nusrat, Nazia; Nahrin, Wasima; BRAC Institute of Educational Development
This study explores adolescents’ overall experiences, perceptions, and playful behaviors within the Adolescent Play Lab (APL) in rural Bangladesh. Conducted in four government schools, the research employs a mixed-methods approach, combining surveys, focus group discussions, and observations. The findings suggest that most adolescents view the APL as a positive and engaging environment that promotes creativity, social interaction, and a sense of belonging. Adolescents report enjoying group activities, feeling motivated to participate, and experiencing increased social connectedness. However, some challenges, including limited space and occasional boredom, were noted, highlighting areas for improvement. The study underscores the importance of well-designed play environments in supporting adolescent development, while also identifying issues such as space constraints and gender-related participation gaps. It concludes that incorporating adolescents' feedback is crucial for creating inclusive and meaningful extracurricular spaces, and that minor adjustments in space and activity planning can significantly enhance their experiences.
Open Access
Primary education for transgender children: available supports and facilities for transgender children in the classroom of government primary schools
(BRAC University, 2025-05) Tithi, Jannatul Ferdous; Sultana, Dilruba; BRAC Institute of Educational Development
This study explores the challenges transgender (TG) students face in primary education, focusing on societal attitudes, institutional barriers, and inclusion efforts. Interviews with two TG students, four teachers, and four parents, along with classroom observations, reveal deep-rooted stigma, with many associating transgender identities with sin or moral corruption. TG students experience bullying, exclusion, and familial rejection, while teachers often lack awareness, reinforcing binary gender norms. Some schools provide support through fee waivers, counseling, and inclusive programs, improving TG students' well-being. However, resistance from parents and staff hinders progress, with some advocating for segregated schooling. While a few teachers foster inclusivity through respectful language and individualized support, systemic discrimination persists. The findings underscore the need for policy reforms, teacher training, gender-neutral facilities, and curriculum integration of gender diversity. Recommendations include sensitization programs, mental health support, and stronger anti-discrimination measures to ensure equitable education for TG students in Bangladesh.
Open Access
Sexual abuse prevention education in grade 5 of English medium schools of urban areas in Bangladesh
(BRAC University, 2020-01) Haider, Nusrat Bintay; Sultana, Dilruba; BRAC Institute of Educational Development
This research examines whether sexual abuse prevention education is being provided in English medium schools in urban Bangladesh, specifically for grade 5 students. While the schools' formal curriculum does not include sexual abuse prevention education, teachers and students express a strong interest in integrating such learning opportunities. A qualitative approach was adopted, using online interviews with teachers and students from two schools—one in Dhaka and one in Chattogram—to determine whether any form of sexual abuse prevention education is currently being implemented. The study employed purposive sampling, ensuring voluntary participation, with parental consent obtained for student involvement. Findings reveal that while no structured educational framework exists within the curriculum, teachers and students acknowledge the need for such education and show eagerness to engage in discussions on the topic. The study underscores the importance of formalizing sexual abuse prevention education, ensuring students receive consistent, age-appropriate guidance to recognize and respond to potential abuse.
Open Access
Government primary school teachers’ perspectives on socio-emotional learning in Cox’s Bazar, Bangladesh
(BRAC University, 2025-06) Sadaf, Mirza Muhammad Tehzib; Mahmood, Ayesha; BRAC Institute of Educational Development
The purpose of this study was to explore government primary school (GPS) teachers' perceptions and practices of socio-emotional learning (SEL) in the context of Cox's Bazar, Bangladesh, which is a disaster-prone coastal area, heavily influenced by the presence of Rohingya refugees. The research employed a qualitative approach. Three GPSs in Ukhiya and Ramu Upazila were selected using purposeful sampling. A total of three Head Teachers (HTs) and twelve Assistant Teachers (ATs) participated in six Key Informant Interviews (KIIs), three Focus Group Interviews (FGIs), and six Classroom Observations, all based on Convenience Sampling. A thematic analysis was done to find the main ideas in the data. The findings suggested that most teachers lacked a structured understanding of SEL. Classroom observations revealed that there were gaps in stated beliefs and classroom actions. Many of the teachers acknowledged that whatever forms of training they received on SEL were limited and indirect. The thesis recommends implementing SEL training for teachers that is culturally and contextually relevant, aligned with the curriculum and includes supporting materials created in Bangla, along with a peer-support system to provide feedback for teachers.
Open Access
Understanding the assessment anxiety among primary grade students: study in GPS of Dhaka city
(BRAC University, 2025-04) Shahrin, Samantha; Anwar, Nafisa; BRAC Institute of Educational Development
Assessment is an integral part of education landscape; however, it can bring unintended challenges for the students. This study tries to explore the presence, causes and impact of assessment anxiety among the young learners of the government primary Schools of Dhaka city along with finding ways to overcome the negative effects of assessment anxiety. This research drew data from students, teachers and education experts through Focus Group Discussions and In-depth interview and found that assessment anxiety is present in forms of several physical and emotional symptoms among the primary grade students of the government primary schools in Dhaka. The highlighted contributing factors to this anxiety are the high-stake nature of summative assessment, parents’ and teachers’ perception of assessment, societal and institutional pressure, resulting in emotional distress and low-quality academic performance even after studying hard. This paper recommends a balance in assessment methods incorporating formative assessment, ensuring healthier assessment environment for students, shifting mindsets of teachers and parents regarding assessment to overcome this anxiety.
Open Access
Teacher’s perception about student-centered learning in the government primary schools
(BRAC University, 2025-07) Afroze, Irin Jahan; Mahmood, Ayesha; BRAC Institute of Educational Development
Student-centered learning represents a pedagogical approach that places students at the center of the educational process, emphasizing their active participation and individual needs. This approach has gained significant attention in Bangladesh's educational reform guided by the National Curriculum Framework 2021. In this regard, the aim of this qualitative study was to explore teachers' perceptions of student-centered learning in government primary schools in Bangladesh. The research site and participants were selected with purposive sampling. This research explored current practices and perceptions according to ten assistant teachers from four government primary schools through in-depth interviews and classroom observations. The qualitative data was analyzed using thematic analysis following Creswell's six-step approach, with transcribed interviews coded and grouped into themes validated through member checking. As a result, this study found common practices including group work, peer learning, interactive activities, and teachers' role as facilitators. Teachers held positive attitudes toward student-centered learning and recognized its benefits for enhancing student engagement and learning outcomes. Though, teachers faced substantial systemic barriers including large class sizes of 40-60 students, infrastructure limitations, time constraints, and limited parental understanding that hindered effective implementation. However, teachers demonstrated openness to the approach and made efforts to introduce student-centered elements while managing these constraints.
Open Access
Play-based pedagogy in urban and rural government pre-primary schools in Bangladesh: an exploratory study
(BRAC University, 2025-07) Akter, Shahanaz; Mahmood, Ayesha; BRAC Institute of Educational Development
This qualitative study explores the implementation of play-based pedagogy in urban and rural pre-primary government schools in Bangladesh, focusing on teacher knowledge, training, and resource availability. Data were collected through semi-structured interviews from 12 teachers, focus group discussions from 24 parents, and classroom observations from six schools, using convenience sampling. Thematic analysis was applied to examine key themes regarding perceptions, practices, and challenges in both contexts. The study found that urban schools, with better resources and training, effectively integrate play-based learning, while rural schools face significant barriers such as inadequate training, and limited resources. The findings highlight the need for targeted policy interventions to address these disparities, stressing continuous teacher development, resource allocation, and community involvement. The study concludes that play-based pedagogy supports cognitive, social, and emotional development, essential for academic success, and calls for overcoming systemic barriers to ensure equal opportunities for all children.
Open Access
Teaching speech-delayed children in inclusive English medium preschools in Dhaka: strategies, challenges, and institutional support
(BRAC University, 2025-07) Hossain, Tanzina; Sultana, Nazmin; BRAC Institute of Educational Development
Supporting children with speech delay is a critical concern in early childhood education, especially in inclusive classroom environments. This study explores how English-medium preschool teachers in Dhaka teach and support speech-delayed children within inclusive settings. The study investigates three key areas- the teaching strategies employed by teachers, the challenges they face while working with speech-delayed children, and the institutional support available to them. A qualitative research approach was used to conduct this study. Data was collected through semi-structured interviews with two preschool teachers and classroom observations of their teaching practices. Thematic analysis of the data revealed that teachers employed various inclusive strategies such as individualized attention, use of non-verbal communication, visual aids, multisensory teaching, peer support, and regular guidance for parents. Teachers demonstrated creativity and adaptability in their methods despite notable challenges. These challenges included large class sizes, behavioral issues, lack of specialized training, limited resources, and inconsistent parental cooperation. Although institutional support was limited, teachers expressed the need for smaller class sizes, recruitment of special educators, and increased parental involvement. This study has implications for teacher training, curriculum planning, and policy support for inclusive education. It contributes to a deeper understanding of current classroom practices, teacher needs, and areas for systemic improvement to better support speech-delayed children in English medium preschools.
Open Access
Exploring the policy-practice gap in blended learning: challenges and perspectives of public and private university faculties in Dhaka
(BRAC University, 2025-06) Nadi, Senjuti Shonima; Sultana, Nazmin; BRAC Institute of Educational Development
Blended learning, combining face-to-face teaching with digital instruction, has become a central focus in higher education reforms worldwide. In Bangladesh, national efforts—particularly by the University Grants Commission—have encouraged universities to adopt this approach. However, the gap between policy directives and everyday classroom practice remains wide. This study explores how faculty members at public and private universities in Dhaka experience and implement blended learning within this evolving policy landscape. Using a qualitative case study method, the research draws on interviews with faculty to uncover key challenges, including limited policy awareness, infrastructural shortcomings, lack of training, and high teaching loads. Despite these barriers, many faculty members adapt creatively—balancing online tools with in-person sessions, especially in theory-heavy courses. The findings highlight a readiness to embrace blended learning, provided that institutions offer stronger support systems and clearer implementation strategies. The study concludes that aligning national policy with institutional realities and faculty needs is essential for sustainable integration of blended models. It offers practical recommendations to bridge this policy-practice gap, including targeted investment in infrastructure, tailored professional development, and clearer communication of guidelines. These insights contribute to the ongoing conversation about digital learning in developing contexts and provide a pathway for more effective implementation in Bangladesh’s higher education sector.
Open Access
Primary graduate’s challenges for accruing four skills of English language: the scenario of rural primary school of Chattogram, Bangladesh
(BRAC University, 2025-04) Hanna, Tajnin Noor; Anwar, Nafisa; BRAC Institute of Educational Development
I have done this study to find the difficulties rural primary school students’ in the Chattogram region of Bangladesh, in the process of learning the fundamental English language competencies that are speaking, writing, listening, and reading. Mainly in light of Communicative Language Teaching (CLT) approach, which had introduced since late 1990s within the curriculum of Bangladesh. Students in rural areas still struggle with English competency, particularly in speaking and listening abilities, despite government initiatives to encourage English as a secondary language. To gain insights into the issues faced by learners and educators, I utilized a qualitative research strategy. I conducted focus group discussions (FGD) with primary learners and in-depth interviews with the primary schools’ teachers and education experts. The results showed that there are a lot of obstacles, such as not enough CLT training for teachers, huge class numbers, lack of resources, and the impact of regional dialects on students' ability to understand communicative English that as a result creating fear of speaking the language, inactive participation and rote-based learning among the students. Poverty, inconsistent school attendance, and absent or unsupportive parents are other socioeconomic variables that impede students' ability to learn English following a communicative way. In my study, I suggested initiatives, such as better training for teachers, taking CLT approaches in the classrooms, and creating more resources for practicing communicative English for students from low-income backgrounds, for bringing the improvement in learners' acquisition capacity of learning English. I have also provided important recommendations for educators and policymakers who are working on the policy reformation of English language learning method by shedding light on the systemic problems that affect this field.
Open Access
Exploring the integration of technology as a pedagogical tool among government primary school teachers in Bangladesh
(BRAC University, 2025-03) Afrin, Touhida; Hossain, Mokarram; BRAC Institute of Educational Development
This study examines the integration of technology as a pedagogical tool among government primary school teachers in Bangladesh using the Technological Pedagogical Content Knowledge (TPACK) framework. It explores teachers’ knowledge, practices, and challenges in adopting digital tools for classroom instruction. A qualitative approach was used, including semi-structured interviews and classroom observations with teachers from Dhaka and Chattogram. Findings reveal that while teachers recognize the benefits of technology for student engagement, they face barriers such as inadequate training, limited resources, and lack of institutional support. Additionally, a digital divide exists between urban and rural schools, affecting equitable access to technology. This study contributes to discussions on educational technology in Bangladesh, highlighting the need for policy reforms, improved professional development, and enhanced infrastructure to support effective technology integration in primary education
Open Access
Exploring academic experiences of Afghan International Students in Bangladesh
(BRAC University, 2024-06) Nikzad, Ramin; Mahmood, Ayesha; BRAC Institute of Educational Development
Higher education at universities abroad has become a sought-after practice among students worldwide. Each year, many learners leave their home countries for better educational and career opportunities. Similarly, Afghan international students seek quality education in diverse contexts, including Bangladesh. There has been a dramatic increase in Afghan international students in neighbouring and overseas universities in recent years. However, studies on their experiences, particularly academic experiences, are limited and need to be thoroughly studied. This research, titled ‘Exploring Academic Experiences of Afghan International Students in Bangladesh,’ examines the educational experiences of Afghan international students at universities in Bangladesh, focusing on opportunities, challenges, coping mechanisms, and their influences on their learning journey. A qualitative research approach was utilised, collecting data through semi-structured individual and focus group interviews with a total of 15 participants. Students’ responses were coded, analysed, and discussed thematically. The results show that Afghan students benefit from university resources, supportive faculty, quality education, full scholarships, and advisors for academic and mental health support. However, they face academic challenges such as language barriers, different teaching methodologies, academic workload, and skill gaps; and sociocultural challenges including lack of social interaction, discrimination, homesickness, food adjustment, weather challenges, and financial constraints. To cope, students employ mechanisms like building friendships, language acquisition, seeking support, engaging in extracurricular activities, improving self-reliance and time management, and social distancing. These experiences influence Afghan students’ overall learning journey in terms of wellness, academic performance, resilience, social network, and career opportunities. Lastly, students proposed recommendations for support services tailored to them, including preparatory programs, research workshops, reading clubs, mental health resources, internships, scholarships, financial support, and dietary needs.
Open Access
The role of community-based learning facilities (CBLFs) in expanding educational opportunities for adolescent girls in Rohingya refugee camps, Ukhiya, Bangladesh
(BRAC University, 2025-03) Sangeeta, Sadia Rahman; Saha, Somnath; BRAC Institute of Educational Development
The Rohingya refugee crisis in Bangladesh has created significant barriers to education, particularly for adolescent girls due to the restrictive social norms. To address the barriers, different Non-Government Organizations (NGO) established girls-only education models like Community-Based Learning Facilities (CBLF). This study aimed to explores how CBLFs expand the educational opportunities for adolescent girls (aged 11–17) in the Rohingya refugee camps of Ukhiya, Bangladesh, using thematic analysis by Katarina Tomasevski's 4A framework of Availability, Accessibility, Acceptability, and Adaptability. Through Key Information Interviews (KII), Focus Group Discussions (FGD), and Structured Questionnaires with adolescent girls, teachers, parents, community members, and project staffs. The study found that, before starting of the CBLFs most of the adolescent girls were out of school. CBLFs provide a safe and inclusive learning environment for adolescent girls by employing female teachers, offering culturally sensitive and age-appropriate curricula. Most of the girls enter CBLFs without basic literacy skills but gradually learn to read and write which enable them to support their younger siblings and families with tasks like reading ration cards, prescriptions, and calculations. CBLFs also play a crucial role in advocating against child marriage, encouraging families to prioritize education over child marriage. As a result, girls and their family now aspire to careers as teaching, fostering hope for a brighter future. However, challenges like temporary infrastructure, cultural restriction, and short-term funding persist. The study highlights the need for sustainable policies, more resources, and curriculum expansion to ensure long-term educational opportunities for adolescent girls in crisis settings.
Open Access
The role of parental engagement in supporting play-based learning for pre-primary school children, age 4-5
(BRAC University, 2025-04) Hasanat, Merina; Khan, Safayet; BRAC Institute of Educational Development
Parental involvement in education is very important. However, parents have been observed to be less involved in the education of their children. In our country's context, especially among the lower-middle class and lower-class workforce, parental involvement in their children's education has fallen below the mark. Joyful education is essential in the education of children in the early years because when a child first enters school, a joyful environment is needed in the child's first transition from the home to the school environment. And in that environment, with the presence of parents, the inclusion of child-oriented, attractive plays helps the child achieve the desired learning outcomes. Using a qualitative methodology, the research incorporates Focus Group Discussions (FGDs) and In-Depth Interviews (IDIs) with parents and early childhood educators to gain comprehensive insights. Ethical considerations are carefully addressed by ensuring informed consent, maintaining confidentiality, and creating an inclusive discussion environment. The study also investigates barriers to parental involvement, such as misconceptions, limited communication with educators, and increased screen time, which may reduce opportunities for physical and imaginative play. By identifying key factors that shape parental engagement, the research aims to bridge the gap between parental perceptions and the educational benefits of play-based learning. The findings will inform recommendations for educators, policymakers, and stakeholders to create a more supportive learning environment. This study contributes to the broader discourse on strengthening parental involvement in play-based learning through evidence-based policies and interventions.

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