Critical discourse analysis of entrepreneurship in e-learning platforms: a fairclough model application

Abstract

This study explores how Bangladeshi e-learning entrepreneurs use language to advertise their platforms, applying Norman Fairclough’s Critical Discourse Analysis framework. In the context of a rapidly digitizing education system, digital entrepreneurs increasingly rely on persuasive language and strategic communication to draw students. By analyzing video content and semi-structured interviews from five platforms, the study reveals that motivational language, code-switching, and emotional appeals are common strategies used to construct entrepreneurial identities and influence learners. These discourses reflect neoliberal ideologies such as individualism, market competitiveness, and self-responsibility and align with national narratives like “Digital Bangladesh.” The findings highlight how educational marketing not only promotes learning but also reinforces socio-economic norms and power structure. This research extends to the growing body of knowledge on digital entrepreneurship in South Asia and provides insights into how social, economic, and political frameworks in education both influence and are influenced by discourse.