Teachers’ readiness for adopting blended learning approach: In the context of underprivileged schools of Dhaka city

Abstract

The readiness of teachers working in underprivileged schools of Dhaka to adopt blended learning was examined in this study. Understanding these resource-constrained settings is key to closing the achievement gap as education goes digital. The research, based on qualitative interviews and observations of schools, finds that teacher readiness is dangerously low, not for lack of will but for system failures. Major barriers include bandwidth poverty, lack of gadgets, and massive administrative work. In addition, skills acquired during the pandemic are being lost to cognitive erosion, and informal peer-learning often breeds social tension. The findings suggest that gadgets alone are not sufficient. To be successful, blended learning requires a structural shift. To achieve digital goals in a sustainable reality both for teachers and students, a major transformation needs like expert-led training, on-site technical support to fair compensation.