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All Journal Indonesian Journal of Innovation and Applied Sciences (IJIAS) PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi
Amiri, Sayed Mahbub Hasan
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Mathematics Social Sciences

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Reasons For the Lack of Acceptance of the New Curriculum 2021 in Bangladesh Among Teachers, Students, and Parents at The Field Level Amiri, Sayed Mahbub Hasan
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 3 No. 2 (2025): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v3i2.2730

Abstract

The introduction of Bangladesh’s New Curriculum 2021 a progressive shift from rote learning to competency-based education has faced significant resistance from teachers, students, and parents, undermining its potential to transform the nation’s education system. This study identifies the structural, cultural, and logistical barriers driving this resistance, including implementation gaps, urban-rural disparities, inadequate stakeholder involvement, and misaligned assessment practices. Through qualitative analysis of field-level challenges, the research reveals a critical disconnect between policy design and grassroots realities, particularly in resource-constrained rural areas. Teachers struggle with insufficient training and excessive workloads, students grapple with ambiguous evaluation criteria, and parents distrust reforms due to poor communication and financial burdens. The urban-rural divide exacerbates inequities, with rural schools lacking digital infrastructure, trained educators, and basic materials. The study underscores the urgency of collaborative reforms, emphasizing stakeholder engagement, equitable resource distribution, and alignment of assessments with higher education. By addressing these challenges, Bangladesh can bridge the gap between policy aspirations and practical execution, ensuring the curriculum fosters inclusive, future-ready learning.
The Digital Divide Revisited: Connectivity, Devices, and the Hidden Barriers to Global EdTech Equity Amiri, Sayed Mahbub Hasan
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 5 No. 3 (2025): October-January
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v5i3.2172

Abstract

This article interrogates the persistent inequities in global educational technology (EdTech) deployment, arguing that traditional “access gap” frameworks fail to address the complex architecture of digital exclusion. Through mixed-methods desk research analyzing 140+ scholarly works, institutional reports, and case studies across 15 countries, we identify five interdependent hidden barriers undermining EdTech equity: (1) the affordability mirage of hidden data/repair costs, (2) digital literacy deserts among teachers/students, (3) infrastructure fragility (electricity/ connectivity), (4) cultural-linguistic irrelevance, and (5) policy-governance gaps. Empirically grounded in contexts from Rwanda’s One Laptop Per Child program to India’s DIKSHA platform, findings reveal how these barriers disproportionately exclude marginalized learners, particularly in low-income and remote communities. The study advances a transformative solution framework centered on zero-cost connectivity architectures, situated teacher capacity building, adaptive hybrid infrastructure, decolonized content co-creation, and agile multistakeholder governance. We contend that only by addressing these systemic, human, and socio-technical dimensions can EdTech fulfil its promise as an educational equalizer. Urgent implementation of these evidence-based strategies could prevent an estimated $17 trillion in lost GDP by 2040 while reclaiming the democratic potential of digital learning.
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