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All Journal Indonesian Journal of Innovation and Applied Sciences (IJIAS) SocioEdu: Sociological Education PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi International Journal of Geography, Social, and Multicultural Education (IJGSME)
Amiri, Sayed Mahbub Hasan
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Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Mathematics Social Sciences Other

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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.
The Anxious Generation: Why Student Wellbeing is the New Core Curriculum Amiri, Sayed Mahbub Hasan
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p34-47

Abstract

A profound shift is occurring in educational paradigms, moving beyond a narrow focus on academic achievement to embrace student wellbeing as a fundamental component of school success. Dubbed "The Anxious Generation," today's students face unprecedented levels of stress, anxiety, and burnout, exacerbated by academic pressure, social media, and a post-pandemic world. This article argues that student wellbeing must be reconceptualized as the new core curriculum, asserting that cognitive growth is inextricably linked to social-emotional health. We contend that schools are uniquely positioned to be proactive hubs for mental health support, not merely reactive institutions to academic failure. By integrating Social-Emotional Learning (SEL) principles, mindfulness practices, and restorative disciplines into the fabric of the school day, educators can cultivate resilient, engaged, and mentally healthy learners. The article proposes a framework for this integration, demonstrating that prioritizing wellbeing is not a distraction from academic goals but is, in fact, the essential foundation for achieving them. Ultimately, equipping students with the skills to navigate complexity and adversity is the most critical lesson they can learn.
The Future of Learning is Hybrid: Exploration of EdTech's Role in Shaping the Post-Pandemic Educational Landscape Amiri, Sayed Mahbub Hasan; Goswami, Prasun; Islam, Md. Mainul; Kabir, Mohammad Sohel; Hossen, Mohammad Shakhawat
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.2768

Abstract

The global COVID-19 pandemic acted as a profound catalyst, forcing an unprecedented and rapid shift to remote learning and exposing both the potential and the deep-seated vulnerabilities within global education systems. This paper argues that the post-pandemic educational landscape is irrevocably shifting towards a hybrid learning model, which integrates face-to-face instruction with technology-mediated learning experiences. This transition is not merely a temporary adjustment but a fundamental restructuring of pedagogical delivery, with Educational Technology (EdTech) at its core. The paper explores the dual role of EdTech as both an enabler of flexibility, personalization, and accessibility, and a potential amplifier of existing inequalities the "digital divide." Through a thematic analysis of recent literature, this study examines key themes, including the redefinition of teacher and student roles, the importance of digital pedagogy over mere tool usage, and the critical need for robust infrastructure and educator professional development. The conclusion posits that the successful implementation of a hybrid future is contingent upon a strategic, equitable, and pedagogically grounded integration of EdTech, moving beyond emergency remote teaching to create a more resilient, inclusive, and effective educational ecosystem.
Co-Authors Goswami, Prasun Hossen, Mohammad Shakhawat Islam, Md. Mainul Kabir, Mohammad Sohel