Problem Statement
Asif, a 6th grader in rural Bangladesh, dreams of exploring the world online—watching science experiments, learning new languages, and even seeing space. But his school lacks computers, and his family has no smartphone. When classes shifted online during the pandemic, Asif was left behind, adding to the 26 months of learning loss that deepened existing literacy struggles for 57% of children (World Bank, 2023).
Bangladesh’s push for modern education—emphasizing critical thinking, creativity, and co-curriculars—highlights the need for teachers skilled in blended and digital learning. Yet, digital inequities persist. In rural areas, 49% of households lack computers, and only 41% own smartphones (BRAC, 2023). Meanwhile, urban students with devices often lack guidance on safe usage, with 45% of adolescents reporting cyberbullying (UNICEF, 2020).
Without intervention, marginalized students risk exclusion from digital opportunities, widening existing inequalities. Bridging this divide means equipping teachers with digital skills and ensuring students like Asif gain access, training, and safe digital practices—so every child can thrive in a digital world.
