Significance of digital literacy in rural education in Bangladesh

A literature review

Abstract

Purpose: This paper discusses the importance of digital literacy in rural education in Bangladesh, particularly in rural surroundings, and addresses issues that may arise, including the rural-urban digital divide and equity in the provision of quality education in the digital age.

Design/methodology/approach: A descriptive and suggestive literature review was incorporated; whereby secondary resources were used.

Findings: The key findings indicate that the implementation of digital literacy in Bangladesh is unequal, primarily in rural and semi-urban regions because of the low levels of ICT infrastructure and trained personnel that impact negatively on the skills and confidence of learners, although the adoption of digital literacy in the school curriculum and the investment in teacher development is suggested as the solutions, and the recent evidence indicates that the stronger digital competencies play a significant role in increasing the motivation of online learners among teacher trainees.

Research limitations/implications: The research is limited to secondary data and does not involve extensive empirical work in the field. Nevertheless, it provides a basis for future surveys and rural education case studies in Bangladesh

Practical implications: Digital literacy should be integrated into the primary school curriculum, teacher training should be more focused, and rural infrastructure should invest in ICT to provide a substantial opportunity to decrease the digital divide and promote educational equity.

Originality/value: The paper is a synthesis of the literature on digital literacy in Bangladesh in rural education backgrounds that highlights the issue of the digital divide that has remained constant and presents evidence-based suggestions to policymakers.