Teachers’ and students’ perceptions of online education in Bangladesh: challenges and solutions
Published in Behavioural Sciences & Psychology, Education, and Arts & Humanities
Article overview
As online education becomes a key part of higher education worldwide, countries like Bangladesh still face major challenges—such as weak internet access, limited teacher training, and concerns about fair assessments. This carefully designed mixed-methods study, based on data from 130 participants in both urban and semi-urban universities, explores these issues in depth.
Using the Technology Acceptance Model (TAM), Digital Equity Framework, and Constructivist Learning Theory, the study identifies three main problems: poor digital access (especially in rural areas), low teacher confidence with online teaching, and unreliable online exams. Over 70% of rural students struggle with internet connectivity, and many teachers feel unprepared to teach online.
To solve these challenges, the study offers practical and well-researched solutions: set up hybrid learning centers in low-connectivity areas, provide proper digital training for teachers, and use blended assessments that include projects and oral tests. These ideas can help improve both university practices and national education policies.
All in all, this study supports a more inclusive and lasting model for online education in Bangladesh and offers valuable guidance for other developing countries facing similar issues.
The Journey Behind the Publication
The successful publication of this article marks the culmination of a long, emotional, and deeply personal journey—one shaped by unwavering dedication, relentless perseverance, and countless silent battles. Behind this academic achievement lies a story that only Allah and I truly understand—a story woven with sleepless nights, heartfelt prayers, and sacrifices that often went unseen.
This research did not emerge effortlessly. It endured more than 20 rejections—each one a test of my resolve, each one leaving a mark, but never breaking the spirit to continue. There were moments of deep discouragement, of self-doubt, and of questioning whether the effort would ever be recognized. But every setback became a lesson, every delay a step closer to refinement.
Throughout this process, I sacrificed time with loved ones, moments of rest, and personal comfort, all to ensure that this study would one day contribute meaningfully to the field. I held on to hope, to faith, and to the belief that sincere effort is never in vain.
Today, as this article finally finds its rightful place in the academic world, I am overwhelmed with gratitude. This success is not just a publication—it is a testimony to resilience, to faith, and to the quiet strength it takes to keep moving forward when the path seems uncertain.
This remarkable journey, filled with struggle and solitude, has finally met its beautiful end—with success.
SM Samuel Karim is a dedicated lecturer and researcher with a passion for language, linguistics, and innovative pedagogy. Since joining BUFT in March 2020, he has brought over five years of teaching experience, fostering critical thinking and language proficiency among students. His academic journey includes a Bachelor’s in English (Language & Linguistics) from American International University–Bangladesh (AIUB) and a Master’s in English (Applied Linguistics) from Universiti Putra Malaysia (UPM)—a prestigious institution ranked #148 globally (QS 2025) and #20 in Asia.
Beyond his teaching commitments, he is an active researcher with multiple publications in esteemed academic journals. He has presented at national and international conferences, sharing his insights on topics such as AI-driven learning, literary studies, applied linguistics, and advanced research methodologies. His interdisciplinary approach is further enriched by prior corporate experience, allowing him to bridge theoretical knowledge with practical applications. He is committed to innovative pedagogy; he integrates digital tools into his teaching to create dynamic, student-centered learning environments.
Driven by a passion for lifelong learning and scholarly exchange, he continues to explore new frontiers in language education and research, fostering intellectual growth among students and peers alike.
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We’d love to hear your thoughts!
This study explores real challenges in online education in Bangladesh. How do these issues compare with your experience? Share your insights and let’s discuss ways to make digital learning more inclusive.