# Optimizing ICT Integration for Enhanced Secondary Education in Bangladesh

Kazi Nashid Al Mahadi

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Kazi Nashid Al Mahadi. Optimizing ICT Integration for Enhanced Secondary Education in Bangladesh. Asian Journal of Education and Social Studies, 2025, Optimizing ICT Integration for Enhanced Secondary Education in Bangladesh, 51 (4), pp.229-235. 10.9734/ajess/2025/v51i41864. hal-05022169

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# Optimizing ICT Integration for Enhanced Secondary Education in Bangladesh

KAZI NASHID AL MAHADI a++*

a International Islamic University of Chittagong (IIUC), Chattogram, Bangladesh.

**Author's contribution**

The sole author designed, analysed, interpreted and prepared the manuscript.

**Article Information**

DOI: https://doi.org/10.9734/ajess/2025/v51i41864

**Open Peer Review History:**

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/133705

Received: 30/01/2025

Accepted: 02/04/2025

Published: 05/04/2025

**Original Research Article**

## ABSTRACT

This study explores the “Integration & optimization of Information and Communication Technology (ICT) in secondary-level English education in Bangladesh,” assessing its impact on student engagement and access to learning resources. As ICT becomes an essential tool in modern education, this research examines how digital tools, including interactive software and online platforms, enhance students’ language skills and overall learning experience. Using a survey-based methodology, data were collected from secondary school students to evaluate their perceptions of ICT in the classroom. Findings show that 60% of students recognized ICT as a valuable source of innovative learning materials, while 40% strongly support its role in improving English language education through interactive and immersive experiences. However, several challenges hinder the effective implementation of ICT, including inadequate teacher training, insufficient digital infrastructure, and disparities in technological adaptation among educators. Many teachers lack the necessary skills to integrate ICT into their teaching practices, and infrastructure gaps between

<footnote>**Post-Graduate Student;</footnote>

<footnote>*Corresponding author: Email: kazinashidalmahadi@gmail.com;</footnote>
urban and rural schools further limit access to technology-based learning. The study advocates for strategic ICT policies, comprehensive teacher training programs, and enhanced digital infrastructure to overcome these barriers. Ultimately, it highlights the crucial role of ICT in transforming English education in Bangladesh and calls for further research to improve teacher preparedness and ensure equitable access to technology across all secondary schools.

Keywords: ICT (Information and Communication Technology); teaching and learning; digital tools in secondary education; traditional teaching methods; education system modernization.

# 1. INTRODUCTION

In this modern era, the use of ICT in teaching and learning is essential. The Manuscript emphasizes the critical importance of information and communication technology (ICT) in contemporary education, especially in developing countries such as Bangladesh. It explores effective strategies for incorporating digital tools into secondary education and presents actionable recommendations for educators and policymakers. The insights gained from this research enhance the global dialogue surrounding digital literacy and the need for equitable access to technology in educational settings. Technology is significantly transforming education, particularly in Bangladesh, where the integration of Information and Communication Technology (ICT) into secondary education presents both challenges and opportunities. While traditional teaching methods have been prevalent, ICT can enhance student engagement, comprehension, and academic performance by creating interactive and dynamic learning environments. The Bangladeshi government is working to incorporate technology in schools, but issues such as inadequate teacher training, limited access to digital tools, and infrastructure constraints hinder progress.

ICT accommodates diverse learning styles through multimedia presentations, online resources, and virtual classrooms, promoting personalized learning and collaboration beyond the traditional teacher-student model. This integration not only improves academic outcomes but also prepares students for a tech-driven workforce, enhancing their employability in a competitive job market. Successful implementation of ICT in education requires strategic planning and institutional support, including investment in teacher training and addressing infrastructure gaps, especially in rural areas. By focusing on these areas, Bangladesh can leverage ICT to modernize its education system, making it more inclusive and better equipped for the future.

# 2. LITERATURE REVIEW

Education is experiencing a profound transformation driven by technological advancements, particularly through the integration of Information and Communication Technology (ICT). In the 21st century, ICT has become a cornerstone of modern pedagogy, introducing innovative methods that enhance both student learning and teacher effectiveness. Traditional classrooms, which often depend on textbooks and passive learning, are increasingly being replaced by interactive, (Bush et al., 2009), technology-driven approaches that foster active engagement, critical thinking, and real-world application of knowledge. ICT promotes collaborative, personalized, and competency-based learning experiences. Tools such as multimedia presentations, digital textbooks, and online assessments enable students to better understand complex concepts and access a global repository of knowledge (Andrews, 2008). However, the successful implementation of ICT hinges on well-trained educators, adequate infrastructure, and supportive policies. In the realm of English language learning, ICT is crucial from early schooling to higher education. Digital tools like smartphones, laptops, and online platforms enhance teaching through blended learning and social media interaction, supporting learner-centered education tailored to diverse student needs. According to Watson (Watson and Watson, 2011), ICT is essential for developing digital literacy skills, allowing students to effectively use technology in their daily lives. Teachers play a vital role in integrating ICT into classrooms, with their attitudes and skills significantly impacting the effectiveness of ICT-based education. While some educators embrace technology, others may hesitate due to insufficient training or institutional support. Professional development programs can help bridge this gap. (Becker and Ravitz, 2001) Despite advancements, many educators in Bangladesh still rely on traditional methods, limiting students' exposure to modern digital techniques. Challenges include the effectiveness
of technology in enhancing learning outcomes and disparities in ICT usage between urban and rural schools. (Hosen, 2022). To address these issues, ICT must be integrated into the curriculum with structured digital learning plans and prioritized teacher training (Dodge et al., 2003). Government initiatives are also essential to ensure equal access to ICT across all schools. As the global shift towards digital education accelerates, Bangladesh must enhance its ICT integration efforts to improve English language education and equip students with the skills necessary for a technology-driven world.

## 3. METHODOLOGY

**Research Design:** This study employs a qualitative and quantitative research approach to examine the effective use of ICT in secondary-level English teaching in Bangladesh. A mixed-methods approach was chosen to gain a comprehensive understanding of ICT implementation, its impact on students and teachers, and the challenges faced in integrating technology into the education system.

**Study Focus:** Following the structured approach in selecting a study focus, this research centers on:

* The extent of ICT integration in English language teaching at the secondary level.

* Teachers' and students' perceptions of ICT tools in classrooms.

* The challenges and barriers to effective ICT adoption.

* Potential solutions and strategies for improving ICT use in English education.

**Participants:** The study includes secondary school teachers and students from different regions of Bangladesh, including both urban and rural schools. The participants are selected using a purposive sampling technique, ensuring representation from schools with varying degrees of ICT infrastructure (Chambers and Bax, 2006).

**Teachers:**

* English language teachers from government and private schools.

* Educators with different levels of ICT proficiency.

* Those who have received ICT training and those who have not (Arnesen, 2010).

**Students:**

* Secondary-level students who experience ICT-assisted learning.

* Students from schools with different levels of ICT accessibility.

**Data Collection Methods:** To ensure a comprehensive analysis, data is collected through surveys, interviews, classroom observations, and document analysis.

**Surveys:**

* **Teacher Survey:** Focuses on ICT usage frequency, challenges, perceived effectiveness, and training needs.

* **Student Survey:** Assesses engagement levels, perceptions of ICT tools, and learning improvements (Chapelle, 2003 and 2010).

**Interviews:**

* Semi-structured interviews with teachers, students, and school administrators to explore their perspectives on ICT effectiveness and implementation challenges.

**Classroom Observations:**

* Direct observation of ICT-integrated classrooms to analyze teaching practices, student engagement, and overall impact on learning.

**Document Analysis:**

* Reviewing curriculum guidelines, policy documents, and ICT-related training materials to understand government initiatives and institutional support for ICT integration.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Methodological flow chart</figcaption></figure>
**Data Analysis:** A thematic analysis is conducted for qualitative data (interviews and observations) to identify common themes and patterns. Statistical analysis is applied to survey data to measure trends in ICT adoption and its perceived impact.

**Limitations:**

* Limited ICT access in rural schools may affect the study's ability to generalize findings.

* Teacher and student bias in responses regarding ICT effectiveness.

**4. RESULTS AND DISCUSSION**

The survey results, as depicted in Fig. 2, indicate a varied perception among students regarding the role of technology in providing updated information in English language classrooms. According to the data, 40% of students agreed that ICT plays a valuable role in accessing updated and diverse information, while 25% strongly agreed that technology significantly enhances their ability to acquire new and relevant knowledge. However, 35% of students did not agree, suggesting that a portion of learners either do not fully utilize ICT tools or do not find them as beneficial in their learning process (Chen, 2006; Chunjian, 2009; Dockstader, 1999).

These findings emphasize the growing role of ICT in modern education, particularly in language learning. The ability to access up-to-date information through digital resources such as online dictionaries, e-books, virtual language platforms, and multimedia tools allows students

to improve their reading, writing, listening, and speaking skills more dynamically. Moreover, technologies such as video tutorials, online discussion forums, and interactive applications offer students a more engaging and flexible learning environment.

On the other hand, the 35% of students who did not agree with the benefits of ICT in the English classroom raise important considerations. This could indicate challenges such as limited access to technology, lack of teacher guidance, or insufficient digital literacy among students. It also highlights the need for more structured ICT integration in secondary education, ensuring that all students can fully leverage technological advancements in their learning journey.

Overall, while the majority of students recognize the positive impact of ICT in language learning, addressing the challenges faced by a substantial minority will be crucial in maximizing the benefits of technology in education.

**Technology that is feasible for the teachers & Students in general of the English Classroom:** The bar chart titled "Technology Users" illustrates the proportion of students and teachers who utilize technology compared to those who do not. The findings reveal a significant disparity between students and teachers in terms of technology usage. Among students, a larger percentage are tech users, demonstrating their greater reliance on digital tools for learning. In contrast, while some teachers also engage with technology, a substantial portion still falls into the non-user category, indicating a digital divide in ICT adoption.

<figure><img src="image_4.png" /><figcaption>Fig. 2. Technologies help get updated information in the English Classroom</figcaption></figure>
<figure><img src="image_5.png" /><figcaption>Fig. 3. Technology users percentage</figcaption></figure>

The data suggests that students are more adaptable to modern technology, using digital platforms, e-learning materials, and online resources to enhance their educational experience. This high level of engagement reflects the growing integration of ICT in education, where students benefit from interactive learning tools, virtual simulations, and multimedia content. The ability to access a vast array of digital resources allows students to develop critical thinking, research skills, and independent learning habits.

On the other hand, the notable percentage of non-user teachers highlights challenges in ICT adoption among educators. While some teachers effectively integrate technology into their teaching methodologies, many still rely on traditional, non-digital approaches. The reasons behind this could include lack of training, resistance to change, inadequate infrastructure, or limited institutional support. The reluctance or inability to utilize technology can hinder effective teaching, as ICT provides dynamic and student-centered learning opportunities that cater to diverse learning styles.

To bridge this gap, comprehensive teacher training programs should be introduced to enhance digital literacy among educators. Schools and educational institutions must also ensure proper infrastructure, technical support, and a conducive environment for teachers to feel

comfortable using technology in classrooms. Encouraging professional development and fostering a positive attitude towards ICT integration can significantly improve the effectiveness of technology-driven education.

In conclusion, while students have embraced digital learning tools at a higher rate, greater efforts are needed to encourage ICT usage among teachers. By addressing the existing barriers, educational institutions in Bangladesh can create a more technologically inclusive learning environment, benefiting both students and educators alike.

## 5. CONCLUSION

The results of this study highlight the significant role of ICT in secondary-level English education in Bangladesh. According to the survey findings, 60% of students agree that ICT enables them to access updated and diverse learning materials, while 40% strongly agree that technology enhances their English language learning experience. This indicates a growing acceptance of digital tools among students, reinforcing the importance of integrating ICT into classroom instruction.

However, the study also reveals a concerning gap between students and teachers in technology adoption. While students actively engage with digital learning tools, a considerable
percentage of teachers remain non-users, demonstrating resistance or lack of familiarity with ICT-based teaching methods. The survey findings suggest that inadequate teacher training, limited infrastructure, and a lack of institutional support are major barriers preventing the effective use of ICT in classrooms. Additionally, disparities in technological resources between urban and rural schools further widen the gap in ICT implementation.

To address these challenges, this study suggests targeted teacher training programs, improved access to digital infrastructure, and structured government policies that encourage ICT adoption. Schools should also provide technical support and ongoing professional development opportunities to help teachers integrate digital tools into their teaching. Furthermore, ICT policies should focus on equity, ensuring that rural and underprivileged schools receive the necessary resources to implement technology-driven education effectively.

In conclusion, while ICT has already proven to be a transformative force in English education, addressing the barriers identified in this study is essential for maximizing its impact. A collaborative effort from educators, policymakers, and stakeholders is required to create a technology-driven, student-centered learning environment that prepares students for the digital age.

## CONSENT

Participants are informed about the study's purpose, and their written consent is obtained before participation. Responses are kept anonymous to ensure privacy. Participants have the right to withdraw at any stage without consequences.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

I hereby declare that generative AI technologies such as Large Language Models, etc have been used during writing or editing of this manuscript. This explanation will include the name, version, model, and source of the generative AI technology and as well as all input prompts provided to the generative AI technology.

**Details of the AI usage are given below:**

1. ChatGPT

2. Deep Seek

## COMPETING INTERESTS

Author has declared that no competing interests exist.

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