This thesis is an examination of the EdTech Effect—the emulsion of technology and Bangladesh’s schooling that amalgamated into a wave of digital-induced education since the pandemic in 2020 and a stronger edtech industry’s emergence in light of immense funding, cutting-edge software, and innovative curriculum-centric platforms, all for interactive, accessible education. Edtech businesses have been a tremendous complement to helping education move away from endless memorization to make it meaningful in the meantime. My research examines public opinion in the education industry in light of such abrupt changes and to understand how the transition has been for students and instructors. This provides some insights into the hows, whats, and whys of sustainability, accessibility, and long-term goals concerning the rapid change we have been seeing. Qualitative research was conducted on a structured dichotomous, multiple-choice online questionnaire, based on adaptability, feasibility, the harmony of technology and human behaviour, and durability of the aforementioned changes in the country’s education sector. According to the indicators, individuals had a tough time adjusting to the transformational yet abrupt move from traditional to online education, with the majority experiencing issues adapting to the newfound curriculum, instructions, conducting examinations, etc. It is safe to say that we still have a ways to go because the majority of the nation can’t use them owing to a lack of knowledge, resources, and training at all levels. While resources have been strengthened, the integration of digital resources into the educational system will take some time for Bangladesh.
PresentersFaizah Lubaba Shristy
Student, Computer Science, University of the People, California, United States
Education, Technology, Bangladesh, Digital, Virtual, EdTech, Curriculum, Resources, Sustainability, Accessibility
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