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All Journal SocioEdu: Sociological Education PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Advanced Journal of STEM Education (AJOSED)
Sayed Mahbub Hasan Amiri
Dhaka Residential Model College
Humanities Education Social Sciences Other

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The Future of Learning is Hybrid: Exploration of EdTech's Role in Shaping the Post-Pandemic Educational Landscape Sayed Mahbub Hasan Amiri; Prasun Goswami; Md. Mainul Islam; Mohammad Sohel Kabir; Mohammad Shakhawat Hossen
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.
RAISING TECH-SAVVY BUT BALANCED KIDS IN THE AI ERA Sayed Mahbub Hasan Amiri
SocioEdu: Sociological Education Vol. 6 No. 2 (2025): 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.v6i2.2581

Abstract

Teaching Tomorrow: Global Education in the Age of Technology Sayed Mahbub Hasan Amiri; Md. Mainul Islam; Naznin Akter; Sayed Majhab Hasan Amiri
Advanced Journal of STEM Education Vol. 3 No. 2 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i2.3535

Abstract

This article explores the transformative impact of technology on global education and curriculum development in the 21st century. It examines how digital tools such as coding, artificial intelligence, and virtual learning environments are reshaping traditional educational models to meet the demands of a rapidly evolving knowledge economy. Through a comparative qualitative study of diverse international contexts, including developed and developing countries, the article highlights emerging global trends such as the integration of digital literacy, hybrid learning environments, and flexible curriculum design aligned with Sustainable Development Goal 4 (SDG 4). The research identifies significant challenges related to equity, access, and cultural relevance, underscoring the persistent digital divide and institutional resistance. Drawing on theoretical frameworks like constructivist learning and Technological Pedagogical Content Knowledge (TPACK), the study advocates for adaptable and inclusive education systems that blend local needs with global competencies. The article concludes with recommendations emphasizing holistic curriculum development, investment in teacher training, equitable access policies, and international collaboration in educational technology innovation. These insights aim to inform policymakers, educators, and stakeholders seeking to harness technology for quality education worldwide. Ultimately, the paper calls for a coordinated global effort to ensure that educational technology contributes to equitable, forward-looking learning environments that prepare learners for future societal and economic challenges.
Reasons For the Lack of Acceptance of the New Curriculum 2021 in Bangladesh Among Teachers, Students, and Parents at The Field Level Sayed Mahbub Hasan Amiri
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.
Beyond Screen Time: How Technology is Building the Preschool Brain Sayed Mahbub Hasan Amiri
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 1 (2026): 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.v4i1.3040

Abstract

The discussion surrounding early childhood technology continues to concentrate predominantly on the duration of screen time, overlooking a critical examination of how particular digital tools qualitatively affect cognitive development. This study asked 74 early childhood teachers and administrators from different types of schools (public, private, Montessori, Reggio, and Head Start) about how they use technology with kids ages 3 to 5 and what effects it has on their thinking. Data indicates a transition from passive consumption to active creation. The study strongly links tablet-based creation apps and digital cameras to the observed 31% increase in creativity and self-expression. There is a strong correlation between educational robotics and coding kits and the growth of problem-solving and critical thinking skills 28%. Interactive e-books and audio resources help people learn languages 22%, especially if they speak more than one language. Success is not determined by duration but by purposeful integration that employs technology as a medium for documentation, collaboration, and targeted skill development within play-based teaching. It is important to move beyond the "screen time" model to a "tech-quality" model. The cognitive advantage is contingent upon the tool's function, the child's position as a creator, and its smooth integration into comprehensive early learning experiences.
Co-Authors Md. Mainul Islam Mohammad Shakhawat Hossen Mohammad Sohel Kabir Naznin Akter Prasun Goswami Sayed Majhab Hasan Amiri