Government Primary School Teachers’ Remote Teaching Experience in Bangladesh: Challenges and Opportunities

Access and equity: what do we know about government primary school students' remote learning experience during school closures in Bangladesh?

“…These findings also highlight the needs for upskilling teachers' digital competency, improve pedagogical skills, and increase the interaction between parents, teachers and students for meaningful and effective learning. Teaching–learning needs to be re-envisioned and redesigned to help those who are left behind succeed (Mousumi, 2022; Sengeh & Winthrop, 2022). Although COVID-19 has laid bare the inequalities and limitations of our education systems but it has also helped us to rethink about the skills and capabilities students require, understand the importance of SEL and reimagine learning and learning environments.…”

“…These children struggle and try to follow classes and activities without active participation and borrow resources occasionally from other students. The widespread impact of COVID-19 now not only has amplified the existing issues but an added challenge such as remote teaching–learning has emerged (Mousumi, 2022).…”

“…Not all school children have had access to TV, radio, internet, computer or mobile phone (feature and smart phones) to continue learning (Avanesian et al. , 2021; Burns, 2020; Marshal & Moore, 2020; Mousumi, 2022). However, even if they had they are more likely to use it for entertainment purposes and less for academics.…”

“…Globally at least one third of students were excluded and could not continue learning remotely due to lack of connectivity and digital devices (UNESCO, 2021). Not all school children have had access to TV, radio, internet, computer or mobile phone (feature and smart phones) to continue learning (Avanesian et al, 2021;Burns, 2020;Marshal & Moore, 2020;Mousumi, 2022). However, even if they had they are more likely to use it for entertainment purposes and less for academics.…”