Bridging the digital divide: Parental perspectives on education system resilience, technological integration, and equity in Bangladesh

• In Event: Marginalization and technology: Issues, solutions, and new approaches

Proposal

Abstract:
The COVID-19 pandemic has underscored the global disparities in access to digital education, particularly in the Global South. In Bangladesh, the shift to remote learning exposed significant challenges, particularly for marginalized communities, due to limited digital infrastructure and technological preparedness. This paper presents findings from a national survey of parents in Bangladesh, analyzing their perspectives on the country's readiness for digital education and the impact on educational equity. The study examines the digital divide, barriers to technology access, and the consequent inequities in learning outcomes during the pandemic. It offers insights into global trends, such as digital justice and the role of technology in reshaping education, and highlights the need for targeted policy interventions to build a resilient, inclusive education system.

Introduction:
The COVID-19 pandemic forced countries worldwide to transition rapidly to digital education, revealing deep-rooted inequalities in access to technology. In Bangladesh, the abrupt school closures—one of the longest globally—left 37 million children without traditional schooling for extended periods. The government’s initiatives, such as the "COVID-19 School Sector Response" (CSSR) project, aimed to address these challenges, yet the digital divide significantly hindered equal access to education. This study investigates how parents navigated the digital shift, their challenges, and the wider implications for educational equity and system resilience in Bangladesh.

Methodology:
Using a mixed-methods approach, this study draws on quantitative data from a national survey and qualitative insights from focus group discussions with parents across Bangladesh. The survey covers key aspects of technological access, internet connectivity, and digital literacy among parents, while the qualitative data provides a more in-depth understanding of their experiences with digital learning during school closures.

Findings:
1. Digital Divide and Access to Technology:
The survey revealed that only 50% of urban households and fewer than 30% of rural households had access to a computer. The affordability of devices and internet connectivity remained a significant barrier, with less than 9% of the poorest households having television access, and only 2% accessing online learning programs regularly. These disparities exacerbated the digital divide, limiting educational opportunities for children in rural and low-income families.
2. Parental Technological Literacy:
More than 60% of rural parents reported difficulties using digital learning platforms, particularly in regions where digital literacy was already low. This lack of familiarity with technology further hampered parents' ability to support their children's education, widening the gap between students from well-resourced urban families and those from underprivileged backgrounds.
3. Impact on Learning Outcomes:
The shift to remote learning led to significant disruptions in learning outcomes, especially for students from lower socioeconomic backgrounds. Nearly 70% of parents in rural areas felt their children had fallen behind in key subjects, citing issues such as poor connectivity and limited interaction with teachers. Furthermore, parents highlighted concerns about the quality of online education and the lack of structured learning environments at home.
4. Challenges of Remote Learning:
Parents identified several barriers to remote learning, including power outages, inadequate access to digital content in Bengali, and excessive screen time concerns. These challenges were particularly pronounced in rural areas, where digital infrastructure was limited. The government's efforts to distribute printed learning materials to students in remote regions were helpful, but they were not enough to fully bridge the gap.

Discussion:
The findings highlight the urgent need for policy reforms to address the digital divide and enhance the technological preparedness of education systems in Bangladesh. Building a resilient system requires investment in digital infrastructure, particularly in rural areas, alongside comprehensive digital literacy programs for both parents and educators. The study also emphasizes the importance of developing localized digital content that caters to the specific needs of Bangladeshi students to ensure equitable learning opportunities.

Policy Implications:
To build a more resilient and inclusive education system in Bangladesh, policymakers must focus on:
• Infrastructure Development: Expanding access to affordable internet and digital devices, particularly in rural and low-income communities.
• Digital Literacy Programs: Implementing widespread digital literacy initiatives for parents and educators to ensure effective engagement with digital education tools.
• Localized Content Creation: Developing digital learning resources that are linguistically and culturally relevant to the needs of students in Bangladesh.
• Targeted Support for Vulnerable Communities: Providing financial support and subsidies to low-income families to close the digital gap.

Conclusion:
As Bangladesh, like many other countries, moves further into the digital age, the resilience of its education system depends on addressing the inequities exposed by the pandemic. The findings from this study underscore the critical need for a data-driven, equitable approach to integrating technology into education. By closing the digital divide and ensuring equal access to digital resources, Bangladesh can build an education system that is both resilient and inclusive, capable of adapting to future crises.

Authors

• Syeed Ahamed, Institute of Informatics and Development (IID)

• Kazi Ferdous Pavel, Institute of Informatics and Development (IID)

• Md. Zarif Rahman, Institute of Informatics and Development IID