IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Pandemic-Led Challenges for Rural Students in Bangladesh
Md Monirul Islam
International University of Business Agriculture and Technology
Bangladesh
Sardar Md Shaheen
SIMEC Institute of Technology
Bangladesh
Ratan Kumar Roy
SIMEC Institute of Technology
Bangladesh
Aminul IslamSIMEC Institute of Technology
Bangladesh
Md Daloar Hossain
SIMEC Institute of Technology
Bangladesh

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Abstract
The COVID-19 pandemic had has a impact on education in Bangladesh, especially forrural areas students. This research was conducted in the South Bali Para village of Trishal
Upazila in Mymensingh and focused to investigate the difficulties faced by rural students interms of accessing and adjusting to online education during the pandemic. A sample of 300
students from primary to higher secondary levels was surveyed, and empirical research
revealed that economic hardship and lack of access to online education were the primaryconcerns for rural students. This contrasts with urban students, who were primarily
affected by mental health issues. According to the research findings, more than 60% ofhouseholds in rural areas lacked internet access or smartphones, despite the fact thatapproximately 70% of primary, lower, and higher secondary students resided in theseregions. Efforts to provide remote learning through methods such as television or
multimedia classrooms in remote areas did not effectively support rural students in their
online education during the pandemic. Therefore, the study highlights the socioeconomic
challenges and costs of pandemic-led online education in rural Bangladesh, including theincreased risk of dropouts and child marriages. The findings emphasize the urgent needfor an inclusive and accessible strategy for remote learning that specifically addresses theneeds of the poorest and most vulnerable students in Bangladesh.
Keywords: accessibility, Bangladesh, COVID-19, pandemic, rural education, online education

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COVID-19 has posed innumerable challenges to the education sector all over the world.
Educational institutions across the globe experienced an unprecedented transition from faceto-face to various forms of online education (Adedoyin & Soykan, 2020). Various challenges
for the education sector include the concerns of quality, equality, accessibility, the learners’
mental health, the capacity and skills of instructors, and consensus among the stakeholders.
Nationwide closure of schools in more than 100 countries made it impossible for 1 in 5 learners
to attend schools, adversely affecting over 800 million learners worldwide, as estimated by
UNESCO (United Nations Educational, Scientific and Cultural Organization) (Education,2020). Due to the sudden disruption, regular in-person educational activities turned virtual
overnight with inadequate support, facilities, and planning. Neither the takers nor theeducation providers were prepared to accept the shift to online education but had to adopt it
eventually. Research Data shows that around 38 million students were affected due to the
COVID-19-related closure in Bangladesh (Bank, 2021).
The COVID-19 pandemic has resulted in online teaching and learning becoming the new norm
for education globally (Xie et al., 2020). However, the challenges of distance, scale, andpersonalized teaching and learning in online mode have not been adequately addressed, leading
to failures in compensating for traditional educational practices. Additionally, pre-existingsocial and digital divides have led to unequal access to digital technologies and resources,
exacerbating existing inequalities and making marginalized groups more vulnerable. Girls,
students with special needs, and those from low-income countries are at the highest risk ofbeing affected (Mathrani et al., 2022). Implementing remote education has brought various
logistical, technical, financial, and social issues to light. These issues include unequal
availability of ICT infrastructure, inadequate Internet, and power resources, as well as skill
deficiencies in using distance-learning platforms (Kozimor, 2020).
Moreover, the pandemic has placed an extra financial strain on households and resulted in adecrease of progress made in the educational sector. Projections even suggest that students
from countries with less developed infrastructure may experience a regression, undoing the
progress made over the past few decades (Amir et al., 2020). The psychological impact ofsocial isolation, confinement, and lack of physical exercise, reduced access to nutrition andschool meals is also a significant concern (Mathrani et al., 2022). The digital divide between
rural and urban areas is still significant, with underprivileged communities lagging behind. The
exclusionary nature of digital access and differences in the penetration of ICT assets are further
hindering progress toward equal access to education (Aziz et al., 2020). A survey conductedamong class nine students in 2020 who were eligible to receive the government’s povertytargeted stipends in Dhaka and Mymensingh divisions identified that more than 50 percent of
the respondents do not have access to television to participate in distance learning. Less than
50 percent of students watch television for remote learning those who have access to television(Biswas et al., 2020). Additionailly, Mymensingh division has the lowest access to electricity,
as 23% of households experienced daily shortage of electricity, and it ranks third in terms of
the highest illiteracy rate, standing at 43.83%. These factors are likely contributing to a
relatively lower levels of digital access and skills in Mymensingh division (Shadat et al., 2020).

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It’s obvious that students in rural areas have had a hard time adjusting to online learning during
the pandemic. Despite the shift to virtual education, there was no clear plan or support system
in place to ensure a successful transition. Developing countries like Bangladesh, encounterchallenges in establishing the necessary infrastructure and resources for online education,
which sets them apart from higher education institutions across the globe (Shrestha et al.,2022). This has resulted in even greater challenges for students who are already disadvantaged
by poverty and their remote location. To better understand the difficulties faced by
impoverished and vulnerable students in rural parts of Bangladesh, this study investigates the
obstacles they encountered when trying to access, learn and adapt to online education during
the COVID-19 outbreak. Moreover, the study will contribute to the existing literature andprovide a basis for future research. The research findings will help policymakers and education
providers to design and implement effective online education strategies that address thechallenges faced by rural students during the pandemic. In doing so, this study will contributeto the broader goal of enhancing education quality and accessibility in Bangladesh, particularly
in rural areas and promoting the implementation of the Sustainable Development Goals (SDGs)
related to education.
This paper provides a brief overview and analysis of online education during the pandemic in
Bangladesh. The first section will provide a literature review of the challenges brought by the
COVID-19 pandemic to the education sector, the challenges of online education, and the digital
divide in Bangladesh and around the world. Then we present our findings and data analysis
from the study site, Balipara, located at Trishal Thana of Mymensigh district. The third section
presents the study’s findings and discussion, highlighting the challenges faced by rural students
during the pandemic. Finally, the paper is concluded with recommendations for policymakers
and education providers.
Literature Review
The shutdown of schools due to the COVID-19 pandemic has brought significant disruptions
to education worldwide, and Bangladesh is not an exception. The pandemic has posed a manysided challenge for the education sector in the country that was already struggling to minimize
the gap between urban and rural, elites and the poor. COVID-19 lockdown and closure ofschools have caused a massive shock to the students and teachers who had to adapt to online
teaching-learning. The closure of schools had very high social and economic costs for thepeople as well as the system. Instances of child-marriage, early motherhood, and child-labor
increased following the long-term school closure (Makino et al., 2021). As the UNESCO(UNESCO-IEA, 2022) report shows, the disruption in education has caused many otherdifficulties, including interruption of learning, poor nutrition of the school students, stress andmental health hazard, anxiety of the parents, social isolation, compromised childcare,technological challenges, high economic costs, and increased dropout rates.
The Ministry of Education reports that Bangladesh has approximately 38.6 million students
across all education levels. The country presently accommodates approximately 21.6 million
elementary and primary school students, thirteen million secondary school students, and four116

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million university and college students. The majority of secondary schools, roughly seventysix percent, are in rural areas, and a significant proportion of primary school children, about
sixty percent, attend government-run schools, which are primarily situated in rural locations.
(Ministry of Education, 2022).
Before the outbreak of COVID-19 in Bangladesh, the concept of online education or blended
learning was not widely recognized or implemented in the country. The country’s education
system did not have any mainstream online-based teaching methods, as reported by (Islam &Selim, 2006). Access to technology and connectivity is one of the most significant challenges
for rural students in Bangladesh. Multimedia-based education or online learning could not beestablished due to various challenges, including a lack of infrastructure, connectivity, and thenecessary skills of educators (Islam & Inan, 2021).
The majority of students from marginalized and rural areas belong to weaker socioeconomic
backgrounds. They are not able to access and continue remote learning opportunities throughtelevision, radio, the Internet, smartphones, etc. do not have access to these devices. Amidst
these difficulties, it is also important to note that the schools are not only places to take formal
education but also place to participate in extra curriculum activities, which got affected terribly(Chowdhury, 2020). A report conducted jointly by the Bangladesh Bureau of Statistics (BBS,2021) and UNICEF has revealed the immense impact of school closures, particularly on themost vulnerable children who have no opportunity to access to the Internet, television andsupportive devices like computers or smartphones at home. Rural children have been
particularly affected, with only 15.9% participating in remote learning compared to 28.7% of
urban children. Geographical disparities are also significant, with Khulna and Dhaka having
the highest percentage of students participating in remote classes, while Mymensingh has thelowest. Primary school children have been affected, with only 13.1% participating in remoteclasses compared to 20.3% and 23.7% of lower and upper secondary students, respectively.
With the emergence of COVID-19, educational institutions were forced to adopt alternativemodes of teaching and learning. Despite the challenges posed by inadequate infrastructure andlimited skills among educators, there have been many efforts to overcome these obstacles andprovide online education to a larger audience in Bangladesh. The government has made many
attempts to improve the required infrastructure, such as expanding internet access andproviding training for teachers to adapt to the digital environment (Islam et al., 2021). Since
the middle of March 2021, the government has taken some initiatives, like providing distancelearning through television. Various government ministries and departments, such as the
Ministry of Education, the Ministry of Primary and Mass Education, the Ministry ofInformation Technology and Access to Information, the ICT division of the government, andso forth, decided to provide online-based education to reduce the educational crisis. The
programs were named “Ghore Boshe Shikhi” meaning is “study at home” and “Amar Ghore
Amar School” meaning is my “home is my school”, respectively, and aimed to broadcast prerecorded lessons on various subjects. However, a mere 56% of households in Bangladesh
possess a television, leaving nearly half of the learners without access. In order to reach themarginalized 44% of the population, UNESCO collaborated with the government to implement

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a comprehensive distance learning initiative for primary education based on radio broadcasts.
Additionally, recorded lessons were uploaded on YouTube, and a dedicated portal was createdspecifically for the “Ghore Boshe Shikhi” program (Mousumi, 2023). But there have been
several questions raised like: maintaining or providing the qualities education, proper
engagement of the students, accessibility of Internet and television, etc. The government takes
initiatives to provide online-based and telecast education. But the fact that 50% of the nation’s
households do not have a television set means that many people have been kept outside its
ambit (Khan et al., 2021).
Developed countries prioritize high-speed internet access, but in the case of developing
countries like Bangladesh, physical access is considered more important. Scholars emphasize
focusing on social, psychological and cultural barriers to digital inclusion, which include digital
literacy, digital skills, and reluctance to use digital tools. In addition, social inclusion concerns
such as inequality, gender disparity, and citizen rights are not fully considered in National ICT
Policy (Aziz, 2020).
Apart from access to technology and connectivity, rural students in Bangladesh also facechallenges due to the lack of digital literacy and digital divinity. Access to technology alone
cannot ensure digital literacy; having the knowledge and skills to use technology effectively isnecessary. However, the lack of access and skills is prominent in rural areas of Bangladesh,which is contributing to a growing digital divide (Waughen, 2015). Many students are notfamiliar with online learning platforms, and they lack the necessary skills to navigate theseplatforms effectively. A cross-sectional survey was conducted (Badiuzzaman et al., 2021) tocollect quantitative data and qualitative information on the digital divide experienced by
Bangladeshi students during the pandemic. The study found that despite having physical accessto information and communication technology (ICT), only 32.5% of students could attend
online classes seamlessly. Data prices and poor network infrastructure were identified as
significant barriers preventing students from participating in online learning activities. The
study suggests that stakeholders, including the Bangladesh government and educational
institutions, should take action to reduce internet costs and improve the mobile network
infrastructure in rural areas. Additionally, parents and teachers should take care of students’digital well-being. World Bank research report (Haven et al., 2021) on Bangladesh shows thatthe digital divide between rich and poor households has been a persistent phenomenon. Basedon a survey among school students aged between 5 to 15, it highlights that less than 50 percent
have access to the medium to join virtual learning or online education. Since Bangladesh had
to go for a complete online education during the first two waves of COVID-19, it was totallydependent on ICT. Many rural students in Bangladesh come from low-income families, andtheir parents may not have the necessary knowledge and skills to support their education.
Studies (M. A. Islam et al., 2020; S. M. D.-U. Islam et al., 2020; Mamun et al., 2020) suggestthat many students face challenges due to the lack of support from their families. The study
also reported that many parents were unable to provide their children with the necessary
devices and internet connectivity due to financial constraints. Online education is not only
challenging for students but also for teachers.

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Technology-based teaching becomes more complicated when the instructors do not possess therequired skills to make the teaching-learning process efficient, like interactors are unfamiliar
with using an online platform such as Zoom and google meet etc. (Yeung et al., 2012). Online
classes were found to be less effective than traditional classes since students and teachers alikelacked technological expertise. Communication gap and long length of classes posed a major
challenge for the instructors (Mahmud et al., 2021). Hossain and colleagues (2022) suggested
that improving technical infrastructure and pedagogical contents, as well as resolving financial
issues, is crucial for making online education/distance learning more effective and reducing
the impact of a pandemic on the education sector in Bangladesh.
Online learning can also have an impact on the mental health of students. A study conductedby Sayeed and colleagues ( 2020) aimed to investigate the impact of the COVID-19 pandemic
on the mental health of Bangladeshi students and their perceptions towards the pandemic. A
web-based survey was conducted among 589 students in Bangladesh between April 29 and
May 07, 2020. The survey collected data on demographic status, perceptions towards COVID19, and mental health symptoms using the Depression, Anxiety and Stress Scale. The results
showed that a high prevalence of depression, anxiety, and stress symptoms was reported among
the students. The study also found that student’s age, gender, income, location of residence,and family size are associated with mental health difficulties. Negative perceptions towards the
pandemic were significantly associated with poor mental outcomes.
Methodology
The research design for this study was a cross-sectional survey that aimed to investigate thedifficulties that primary to higher secondary level students in the South Bali Para village,
Trishal Upazila in Mymensingh, while trying to keep up with their virtual classes during the
COVID-19 school lockdown. The sample size consisted of 300 students, including 170 boys
and 130 girls, ranging in age from 7 to 20 years old. The study population mainly comprised
students from economically weaker sections and lower-middle-class families, with many of
their families relying on agriculture and agro-based incomes for their livelihood. Survey
research is generally the best option for investigating a group of people who are too large tostudy in depth through direct observation (Babbie, 2007). The cross-sectional survey design
allowed for data collection at a single point in time, providing a snapshot of the various
obstacles faced by the students while doing online classes during the pandemic. The survey
approach provided a standardized way of collecting data and allowed for comparisons acrossdifferent subgroups of students. Additionally, the survey design enabled the researchers toefficiently collect data from a large sample of students, thereby increasing the generalizabilityof the findings to the larger population of students in the village.
Data Collection
The data collection process utilized in this study was a mixed methods approach, including
qualitative and quantitative data collection and analysis techniques. Social researchers often
deal with complicated issues, and these issues cannot be adequately addressed by using only

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quantitative or qualitative methods. To gain a comprehensive understanding of the diverse
issues confronted by rural students, this study adopted a mixed-method approach thatincorporates both these methods (Creswell, 2009). Triangulation, a methodological processthat integrates both techniques, was used to achieve the research objectives. Babbie (2007)
believed triangulation was an excellent technique as it can minimize certain weaknesses ofeach research method. Qualitative data was collected through interviews with the students toobtain in-depth and rich descriptions of their experiences and perspectives. On the other hand,quantitative data was collected through a survey to gather more structured and numerical dataon the student’s attitudes and behaviors. The use of both techniques and the triangulation
process allowed for a more comprehensive understanding of the research question, providing
a complete picture of the topic under investigation.
Sample Selection
For this study, a convenience sampling technique was employed to select a sample of 300
students from various schools in the South Bali Para village to serve as respondents.
Convenience sampling method relies on the availability of samples, meaning whoever iswilling to answer questions are selected for the study (Babbie, 2007; Bernard, 1988). Because
the study was carried out during the pandemic, a more non-risky sampling method such as
simple random sampling could not be utilized. The schools in the study area were closed, andas a result, getting a list of students from school authorities to run a random sampling was not
feasible at the time of data collection. The study required a certain number of respondents who
faced pandemic induced challenges, so the convenience sampling technique was adapted. As
shown in Figure 1, the composition of boys and girls surveyed was 57% and 43%, respectively.
The students were selected based on their availability and willingness to participate in the
study. The sample was equally composed of boys and girls, representing the gender distributionof the student population in the village. Additionally, the sample was representative of the age
range of the students in the village. This sampling method was chosen due to its practicality
and convenience in terms of accessibility to the target population, allowing for data collection
in a timely and cost-effective manner. However, it is essential to note that conveniencesampling may introduce some degree of bias in the sample selection process, and therefore, thegeneralizability of the findings may be limited.

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Figure 1.
Composition of Boys and Girls Surveyed

Data Analysis
The data collected in this study were analyzed using both qualitative and quantitativetechniques. Qualitative data collected through interviews were analyzed using thematic
analysis, whereby the data was conceptualized, classified, and relationships were built between
the concepts and numbers. The emerging themes were then used to describe and interpret theparticipants’ experiences and perspectives. On the other hand, quantitative data collected
through the survey were analyzed using descriptive statistics to summarise and present the data
in tables and graphs. Triangulation was employed as a methodological process to integrate thequalitative and quantitative data and to build a complete picture of the challenges faced by
students in rural areas during the COVID-19 pandemic. This allowed for a deeper
understanding of the socioeconomic challenges and costs of pandemic-led online education inrural Bangladesh and helped to identify issues related to accessibility, approaches, andadaptability of online learning during the COVID-19 pandemic. The use of triangulation andqualitative and quantitative data analysis techniques contributed to the comprehensiveness ofthe study’s findings and increased the validity and reliability of the results.
Findings and Discussion
The objectives of the study were to find out the challenges faced by students in terms ofaccessing, learning, and adapting to online education during the COVID-19 outbreak,contribute to the existing literature and serve as a basis for future investigations, and help
policymakers and educators in developing and implementing effective online education
initiatives to address the obstacles faced by rural students during the pandemic. The study
achieved its objectives using sample data of Primary and Higher Secondary school students
from South Bali Para village, Trishal Upazila in Mymensingh. A mixed method approach anda convenience sampling technique was applied to collect and analyze the data. The study showsthat most of the students come from low-income families, with a majority of them being
dependent on agriculture and agro-based labor activities. The monthly income of these families

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is also relatively low, which makes it difficult for them to afford the devices and internet
connectivity needed for online learning. The study found that only a small percentage ofstudents had access to the Internet and owned devices such as computers or laptops to attend
online classes.
Family Background and Socioeconomic Status of the Students
Most of the students belong to lower-class families. There are 44.4% of respondents’ fathers
who do agricultural work, 20% of businessmen, 8.9% have businesses, 3% are fully
unempolyed, 2.2% are teachers, 2% are carpenters, 3% live abroad, and 16% engaged in otherprofessions as shown in Figure 2. Many families depend on agriculture and agro-based labor
activities. The maximum family depends on the income of their father. There are, 86.7% of
respondents’ fathers earn money for their family and the rest, 13.3% of respondents’ sisterbrothers earn for their family instead of their father. The profession of the respondent’s motheris not very diverse. There are 97% of respondents’ mothers are housewives, and the other 13%
of respondents’ mothers work outside.
Figure 2
The Profession of the Parents in Percentage

Monthly Income of the Respondent’s Family
When we paid attention to the monthly income of the student’s families, it was quite
depressing. Figure 3 shows that 87.20% of the respondent’s family’s monthly income is onlyaround 80 to 100 USD. Only 6.40% of respondents’ families’ income is 120 to 150 USD. Only
2.20% of respondents’ families earn 200 to 250 USD per month. 2.10% of families have amonthly income of 250 to 300 USD and 300 to 350 USD, respectively. The maximum incomeof a family is 350 USD per month, with which they struggle to maintain a decent life.

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Figure 3.
Monthly Income of the Family in USD

Resources or Equipment Available in the Students’ Households for Their Studies
Our study reveals that the majority of students residing in rural areas lacked access tobroadband Internet in their homes. Figure 4 illustrates scenario of resources or equipments
available in the house of the students; only one percent of students having their own computerat home and none of them possessing a webcam, even among those who owned a computer.
Additionally, a mere five percent of students had a broadband internet connection. During
interviews with these students, we discovered that they relied on smartphone data packages toconnect to the Internet, which presented challenges in terms of affordability and smartphone
accessibility. It is worth noting that access to the Internet was only possible through mobile
data packages, making these students heavily dependent on smartphones for online
connectivity. However, it is important to note that only 16% of students had their own
smartphones and headphones. When asked if they could afford to purchase a new smartphone
during this period, 73.3 percent responded with “No” (as illustrated in Figure 5). On a positivenote, 26% of students had chairs and tables in their homes that they could utilize for studying.
We also inquired whether they had a quiet space at home for attending online classes;
unfortunately, only 14 percent of students responded affirmatively.

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Figure 4
The Study Tools/Devices that the Students Had in Their Home

Figure 5
Percentage of Students Who Could Afford to Buy Smartphones during the COVID-19 Period

Most Used Device for Continuing Online-Based Classes and the Number of Devices
Available in the Family
During the COVID-19 lockdown, students depended on various devices to continue their
online education. When considering the distribution of device usage, a majority of students,
comprising 81% of the total, relied on smartphones or tablets to attend online classes though
their parents used those devices as they did not own the devices, shown in Figure 6. Only 16%
of students had access to a laptop or computer. Surprisingly, 3% of students had no access to
any type of device to join their classes. Among the respondents’ families, the majority (85%)
owned one smartphone, while 12% had two smartphones, and the remaining 3% had threesmartphones. During our interviews, we discovered that among the 85% of students whosefamilies owned at least one smartphone, it was predominantly the breadwinner, typically thefather, who owned it.

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Figure 6
Different Devices Used in Percentage

Classification of Owners and Dependency Percentage for Various Devices Used forOnline Classes
Regarding the classification of owners and the percentage of dependency on devices among
these students, our findings indicate that 70.6% of students shared their phones with theirsiblings to attend online classes, while 29.4% did not share their phones with their siblings. In
terms of device ownership, 60.5% of respondents used their parents’ phones, 23.7% utilized
their siblings’ phones, 10.5% had their own personal phones, and an additional 5.25% reliedon phones borrowed from friends and relatives for online classes, as illustrated in Figure 7. It’s
worth emphasizing that not all students may have personally possessed these devices; some
could have been shared with neighbors or borrowed from various sources, as indicated in
Figure 7. However, this shared device arrangement at times presented difficulties for students,
leading to occasional class absences due to conflicting schedules with their siblings or friends.
This underscores the restrictions and interruptions that can emerge when multiple individuals
depend on a single device for their educational requirements.
Figure 7
Classification of Owners and the Percentage Dependency for Devices

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Educational Costs during and after the COVID-19
The cost of education, including school and transportation fees, became an additional burden
during these challenging times. A significant number of students confirmed that school fees
increased following the COVID-19 lockdown. However, it is concerning that most students
indicated that their respective school authorities did not reduce the fees during the pandemic,
which was crucial for ensuring continued education during the lockdown. (Table 1) Only 38%
of students agreed that the school authorities waived their fees, and a mere 32% confirmed thatthe authorities had taken the initiative to facilitate an easier process for fee payment (load or
through instalments). These statistics underscore the financial challenges faced by students andtheir families and the limited support provided by educational institutions in addressing these
difficulties.
Table 1
Educational Costs While and After COVID-19
Student’s opinions & percentage
Agree/yesDisagree/no

Topic
School fees increased after COVID 19

70%

School authorities decreased school fees during
17%
COVID-19
The school authority waived school fees during
38%
COVID-19
School authorities make it easier to pay the school fees
32%of the student through a loan system or other

30%
83%
62%
68%

Monthly Internet Cost of the Respondents
Figure 8 illustrates the monthly internet costs reported by the respondents. The first column
reveals that 18.90% of students can afford to allocate around 2.5 USD (Tk. 200) for purchasing
internet services. Furthermore, 64.90% of students could spend between 2.5 to 6 USD (Tk.
200-500) per month, while 5.40% of students spent 7-8 USD (Tk. 600-700). Additionally,
8.10% of students allocated 10-12 USD (Tk. 800-1000), and 2.70% spent more than more than
12 USD (Tk. 1000) on internet expenses each month.
To actively participate in online learning, a minimum expenditure of 12 to 15 USD per month
was required for internet access. However, it was evident that most students could not meetthis requirement due to their family’s monthly income being only 80-100 USD. For ruralfamilies facing economic hardships, allocating 10% of their income solely to purchasing
internet services presented a difficult decision. This data highlights students and their families
financial constraints, which further hinder their access to quality online education.

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Figure 8
Monthly Internet Cost of the Respondents

The Price of the Devices Used for Online Classes
When it came to acquiring a new device for attending online classes, 66% of the students had
spent approximately 115 USD (Tk. 10,000), while 28% of students had invested between 115
and 225 USD (Tk. 10,000-20,000). Only 6% of students had spent 250 to 350 USD (Tk.20,00030,000) on their devices.
Additionally, it is worth noting that a significant percentage of students in rural Bangladesh, atleast 30%, encountered difficulties in using various apps on their devices, such as Zoom,
Messenger, WhatsApp, and Google Meet. This information, as depicted in Figure 9, highlights
the challenges faced by students in effectively utilizing the required online communication andcollaboration tools.
Figure 9
The Prices of the User Devices

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As a consequence of the high cost of maintaining online learning, there has been a drastic
dropout in schools. The sample size of our study shows that 21 percent of the respondents are
no more continuing their education (Figure 10).
Figure 10
School Going/Still Studying Student Percentages

Present Conditions of the Dropout Students
A significant number of students have become engaged in various professions after droppingout of school or college. Among the respondents, 50% reported being employed andcontributing their earnings to their families. Only 1% of the respondents were unemployed.
Additionally, 20% of respondents assisted with their family’s business, while 29% wereinvolved in household work and farming activities.
Following the outbreak of COVID-19, a concerning trend emerged where a large percentage
of female students faced familial pressure to get married, reaching a staggering 90%. Amongthe 21% of students who dropped out of school, 50% dropped out during grade seven, 40%
dropped out during grade eight, and the remaining 10% dropped out during class nine. These
details can be seen in Figures 11a and 11b.
Figures 11a & 11ba) The Present Condition of Dropout Students, b) The Last Academic Status of the Respondents

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The Reason for the Discontinuation of the Study/Dropout of the Respondents
According to our findings, a significant number of students have halted their studies due to theeconomic crisis. Continuing their education online posed challenges as it necessitated newarrangements. Moreover, the various incentives, moral support, and motivation they used toreceive during offline classes were no longer available. As shown in Figure 13, approximately
32% of students were unable to continue their studies due to the financial difficulties faced bytheir families. Additionally, 28% discontinued their education due to family pressure. Another
24% of students were unable to continue their studies online due to the impact of the pandemic.
Furthermore, 16% of students discontinued their education due to the pressure from theirfamilies to get married. This data highlights the factors contributing to the discontinuation ofstudies among students during thee pandemic of COVID-19 and aftermath.
Figure 13
Study Stop/Dropout Reasons of the Respondents

Rural families often faced financial constraints exacerbated by the pandemic, making it
challenging to afford the tools and resources required for remote learning. In our final analysis,
it was revealed that the students in rural areas have faced major challenges due to the economic
hardship in opposition to the crisis of mental health and stress of the urban students in
Bangladesh. This is not to say that the rural students were not facing stress and mental healthissues. As illustrated in Figure 14, 43% of students responded that they felt stress and had gone
through depression when their institutions are closed. The financial difficulties resulting fromthe pandemic heightened the likelihood of rural students discontinuing their education in orderto support their families financially or getting married at an early age (Mahmud et al., 2021),
as indicated 32% under economic crisis, 28% under gone family pressure and 16% married
and discontinued the study which is portrayed by the data presented in Figure 13.

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Figure 14
Mental Health Conditions of the Respondents after School Closed

Most of the students depended on smartphones or tabs to continue their education. The cost ofpurchasing these devices and paying for internet connectivity was also found to be a major
challenge for these low-income families (Mahmud et al., 2021). Additionally, the combinationof network connectivity issues in rural areas and the high cost of data packages further
exacerbated the situation, preventing numerous students from participating in online classes
during the COVID-19 pandemic. A recent report from a UK-based cable company highlighted
that, among the three South Asian countries – India, Bangladesh, and Sri Lanka, Bangladesh
had the highest mobile data package rates. In specific terms, Bangladesh charged the most for
one gigabyte of mobile data at $0.99, while India’s rate for the same amount was significantly
lower at $0.26 (Jasim and Sajid, 2020). As a result, a significant number of students had todrop out of school or discontinue their education. The study also found that education was
discontinued mainly due to economic hardship, family pressure, and the difficulties ofcontinuing online education. Family pressure, especially for female students, to get married
was also found to be high. The results of the study call for policy interventions to address the
economic, social, and technological barriers rural students face in accessing education. The
government needs to take immediate measures to improve the internet connectivity
infrastructure, provide students with low-cost devices, and ensure that schools and teachers areequipped to deliver online education effectively.
During the COVID-19 pandemic, after recognizing the need for a response to mitigate thepandemic’s educational disruptions, policymakers quickly embraced the idea of transitioning
to online platforms for educational activities (Wadud, 2020). However, the pandemic
compelled a shift, making online platforms the primary means of conducting classes,
accommodating a large number of students (Mishra et al., 2020). Bangladesh, too, initiatedefforts to facilitate online classes to sustain education without in-person interactions(Shivakumara, 2020). Many academic institutions in the country have adopted theestablishment of academic portals, enabling teachers to create their courses online(Chowdhury, 2020). But many of the rural area based educational institutes still poses thelacking of facilities and instromanization.

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Amid the COVID-19 pandemic, the uncertainties and emotional distress have had a detrimental
impact on the mental well-being of students, parents, and educators. This impact has given riseto psychosocial challenges during the outbreaks and their aftermath (Mopme, 2020). It was
imperative to formulate strategies to address the mental health of rural students facing
substantial stress and depression due to the pandemic and difficulties in accessing education.
This research also underscores the significance of increasing investments in rural education toprevent students from being left behind and to enable them to realize their full potential.
Education is a fundamental right, and it is the government’s duty to ensure that all children,
regardless of their socioeconomic status or geographic location, have access to high-quality
education.
Finally, it is essential to recognize that the challenges faced by rural students are not unique to
Bangladesh but are prevalent in many developing countries. Therefore, the findings of thisstudy have important implications for policymakers and education stakeholders worldwide. By
addressing the challenges rural students face in accessing education, we can work towards
building a more equitable and just society that leaves no one behind. The research findings canhelp inform policies and strategies for providing students with the necessary resources andinfrastructure to access online education.
Conclusion & Recommendations
In conclusion, our research provides insight into the difficulties and expenses involved in
implementing online education during the pandemic in rural areas of Bangladesh. Despite theintroduction of measures like remote learning through television and multimedia classrooms
in remote regions, our results indicate that these efforts did not lead to a seamless transition toonline education. On the contrary, dropout rates rose, and the likelihood of early marriage
escalated, underscoring the necessity for an inclusive and accessible remote learning approachthat caters to the poorest and most vulnerable students in Bangladesh.
Based on our study, we offer several recommendations for policymakers to consider when
designing policies for online education intervention in Bangladesh and other developing
nations across the world:
1. To begin with, it is crucial to produce more empirical evidence for rebuilding the
remote-learning strategy to make it more inclusive for poor and vulnerable
communities. This could involve conducting studies that assess the effectiveness ofexisting policies and identifying areas for improvement. Schools should conduct
surveys to assess the availability of devices and accessibility of the Internet for students.
This will help identify the students who lack access to these resources and needassistance.
2. Upon finding the unavailability of e-learning devices and inaccessibility to electricity
and devices, the school authority should arrange the same with the support of competentauthority. By doing so, schools can ensure that all students have equal access to online
education.

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3. Supporting the students to use ICT effectively and familiarising them with most newlearning technologies can be instrumental in making online education accessible andeffective for all students. This could involve providing students with training on how
to use online tools and resources effectively and how to access the Internet.
4. Moreover, access, quality, and participation should be given supreme priority. This will
include the assurance of accessibility to all students and maintaining the highest qualityof teaching-learning, and it has to be participatory in nature. By prioritizing these
aspects, policymakers can ensure that all students have access to high-quality
education, regardless of their socioeconomic background.
5. Students and parents should not suffer from anxiety about the evaluation or exam,
results, certificate, and the overall value of the degree or education earned via virtual
learning during critical times. It is crucial to ensure that online education is valued andrecognized like traditional forms of education. This could involve developing
standardized certification processes that recognize the value of online education.
6. Finally, in order to develop a framework for blended education, policymakers need to
pay attention to the infrastructure and feasibility of remote learning. A national-level
policy should be framed to develop and provide low-cost educational learning packages
for availing online education to rural students in Bangladesh. By doing so,
policymakers can ensure that all students have equal access to high-quality education,
regardless of their socioeconomic background.

Acknowledgments
The authors would like to acknowledge the contribution of SIMEC Foundation for funding thisresearch project and to its volunteers for providing the necessary support to complete thisproject and assisting us in the field successfully.

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Corresponding author: Md. Monirul Islam
Email: mmislam@iubat.edu

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