Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Edukasiana: Jurnal Inovasi Pendidikan At-Tadzkir: Islamic Education Journal Indonesian Journal of Education (INJOE)
Md. Fajlay Rabbi
Unknown Affiliation
Religion Humanities Education Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Effect of Academic Stress and Mental Anxiety among the Students of Khulna University Md. Fajlay Rabbi; Md. Sefatul Islam
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i3.723

Abstract

The mental health issues that students encounter is becoming more widely recognized in today's educational setting. It explores the effect of academic stress and mental anxiety among the students of Khulna University. This study investigates the complex relationship between academic pressures, mental distress, and the general well-being of Khulna University students by using a mixed-methods research technique. The study utilizes a combination of qualitative interviews and quantitative surveys to obtain a thorough understanding of students' experiences. The relationship between academic stress variables, anxiety levels, and academic performance can be analyzed quantitatively to find patterns and connections. Simultaneously, qualitative interviews offer a refined comprehension of the students' subjective experiences, and feelings of stress and anxiety. The results provided insight into the frequency of academic stressors, and how these affect students' mental health. This result shows that 15.68% student suffer from high level of academic stress. And 76.8% student suffer from academic stress in some point of their academic life. This result shows that 16.7% reporting extremely severe anxiety. And 61.1% student suffer from anxiety in some point. This study has implications that go beyond Khulna University; it provides information that legislators, educators, and mental health professionals can use. This study is to contribute to the creation of focused treatments and support systems to promote a healthy academic environment for students by studying the dynamics of academic stress and mental anxiety. The study highlights the need for a holistic approach to education that prioritizes mental health and fosters an environment conducive to academic success and personal growth. It aims to add meaningful knowledge to the discourse on student well-being.
INCLUSION OF LEGAL EDUCATION IN SECONDARY AND HIGHER SECONDARY EDUCATION SYSTEM IN BANGLADESH: AN APPRAISAL S.M.Hayat Mahmud; Md. Fajlay Rabbi
Indonesian Journal of Education (INJOE) Vol. 5 No. 1 (2025): APRIL
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This abstract offers a succinct overview of a comprehensive analysis on the integration of legal education into Bangladesh’s secondary and higher secondary educational framework. It explores how teaching legal information at a young age can help pupils develop civic engagement, legal literacy, and awareness. Using qualitative approaches to analyze integration potential and difficulties, the study assesses the current condition of legal education in the curriculum. Interviews with students, instructors, legislators, and legal experts provide qualitative data that illuminates how legal education influences students’ moral and intellectual development. The study emphasizes the benefits of including legal education in the secondary and upper secondary curriculum since it fosters ethical reasoning, critical thinking, and a deeper understanding of legal topics. It also identifies obstacles to successful implementation, including problems with curriculum integration and resource limitations. The conclusions emphasize the significance of comprehensive legal education in developing responsible persons capable of navigating legal intricacies and making recommendations for improving Bangladdesh’s educational system through curriculum, teacher training, and legislative changes. These observations underline the critical role that legal education plays in developing socially conscious persons in secondary and higher secondary schools, and they greatly add to the current discourse in Bangladesh regarding education reform.
Beyond Deadlines: Academic Stress, Mental Health Risks, and Coping Inequities at Khulna University Md. Fajlay Rabbi; Ummay Huraira Pranto; Md. Limon Sheikh
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.233

Abstract

Academic stress may be the single most dominant stress factor that affects the mental well-being of tertiary level students. The increasing prevalence of mental health issues among university students has become a global concern, particularly in the post-pandemic era. This study examined the prevalence of academic stress, its relationship with mental health symptoms, and coping strategies employed by students at Khulna University, Bangladesh. A cross-sectional survey was conducted among 366 university students across various schools and academic years. Data were collected using validated Likert-scale questionnaires measuring academic stress, mental health symptoms (depression, anxiety, and stress), and coping strategies. Statistical analyses included ANOVA and multiple regression models. Academic stress was highly prevalent, with 82.0% of students reporting excessive academic pressure from assignments. Mental health symptoms were common: 34.7% experienced depression, 28.7% reported anxiety, and 48.1% experienced stress over trivial matters. Social support (59.8%) was the most utilized coping strategy. Fourth-year students showed significantly higher stress levels (F = 17.52, p < 0.001). Extended academic stress positively impacts students' depression levels with a β of 0.293, consistent with our findings showing excessive academic pressure and unrealistic teacher expectations as significant predictors of both depression (β = 0.3172, p < 0.001) and anxiety (β = 0.4031, p < 0.001). Academic stress significantly impacts mental health among university students. Universities should implement comprehensive mental health support programs, establish realistic academic expectations, and promote effective coping strategies to address this growing concern.
Co-Authors Md. Limon Sheikh Md. Sefatul Islam S.M.Hayat Mahmud Ummay Huraira Pranto