Sumona Afroz

Work place: Department of Educational Technology and Engineering (EdTE), University of Frontier Technology, Bangladesh

E-mail: 1902025@icte.bdu.ac.bd

Website: https://orcid.org/0009-0003-8635-3332

Research Interests:

Biography

Sumona Afroz is a postgraduate student in the Department of Educational Technology and Engineering (EdTE) at University of Frontier Technology, Bangladesh. She is currently working as a Lecturer in the Department of Computer Science and Engineering at Daffodil International University. Her research areas include instructional technology, software architecture, cloud computing and artificial intelligence, with special attention paid to their application to the area of education. She has also gained a great research skills especially in data analysis, documentation and organizational duties, which render her an opportunity to scholarly and collaboration projects. Sumona has served as a research assistant in UGC funded projects with the contribution to influential works in education and technology. In addition to her studies, she has co-authored books that have been displayed in Amar Ekushey Book Fair and has also achieved fame in major contests. Her commitment to teamwork, academic achievements, and focus on research make her an excellent researcher in the field of technology and education.

Author Articles
Transforming Higher Education in Bangladesh: A Comprehensive Analysis of the Opportunities, Challenges, and Implications of Online Teaching and Learning

By Md. Ashrafuzzaman Swapnil Tarafdar Sumona Afroz Sabbir Ahmed

DOI: https://doi.org/10.5815/ijeme.2025.05.03, Pub. Date: 8 Oct. 2025

This study focuses on the opportunities and challenges of online learning in Bangladeshi higher education, particularly in achieving Sustainable Development Goal 4, emphasizing inclusive, equitable, and quality education for all. A well-structured questionnaire was administered to collect data from undergraduate students at a public university in Bangladesh. Students’ responses were analyzed quantitatively, using descriptive statistics and Chi-Square tests. Quantitative findings on student perceptions reveal significant benefits in terms of flexibility, self-paced learning, cost-effectiveness, and global networking opportunities, improving access and learning experiences among students from remote or marginal areas. On the other hand, the results draw attention to certain significant issues, such as dependence on technology, unsuitable learning environments, social isolation, and receiving feedback very late, which reduce online education success. These challenges underpin the pressing need for considerable investment in the digital infrastructure of affordable access to technology and blended models of learning, integrating online and offline resources that will meet the diverse needs of learners. Improvement in feedback mechanisms, facilitation of online communities of collaboration, and development of digital literacy among both students and educators contribute to better learning outcomes. The research has proposed actionable measures to enhance online education in Bangladesh, such as expanding internet connectivity, providing subsidies for devices, and implementing innovative teaching methods. Addressing these challenges while leveraging the benefits of online learning has the potential to transform higher education in Bangladesh. This will ensure greater accessibility, equity and inclusivity, thereby contributing significantly to the achievement of Sustainable Development Goal 4.

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