Challenges and opportunity of digital learning for students in secondary schools in Bangladesh

Abstract

The integration of digital learning platforms in secondary education has become increasingly important, particularly in developing countries like Bangladesh. The study examines the current state of digital learning in selected public and private secondary schools in Dhaka, Bangladesh, focusing on access, usage patterns, opportunities, and challenges faced by students and teachers. Using a mixed-methods approach, the study administered surveys to 40 students, conducted interviews with 10 teachers, and carried out classroom observations. It explores access, usage, and the impact of digital learning on students’ education, health, and safety in both private and public schools in Dhaka. The findings reveal major barriers, including limited digital access, poor infrastructure, and concerns about safety and well-being. While digital learning shows promise in improving educational outcomes, the study calls for comprehensive strategies, including teacher training, curriculum integration, and infrastructure development, to realize its full potential. The findings show that although national initiatives have expanded ICT infrastructure, such as multimedia classrooms and basic ICT training, significant gaps remain between policy efforts and practical classroom realities. Most students primarily rely on smartphones, with limited access to computers or school-based digital tools. Students also struggle with essential digital literacy skills, especially in evaluating credible online information. Challenges such as unreliable internet, lack of software, insufficient devices, and limited training continue to hinder effective digital integration. Health issues related to technology use and awareness of digital safety further highlight the need for structured guidance. The findings provide valuable insights for policymakers, educators, and stakeholders aiming to promote effective digital learning in the education sector.