COVID Pandemic Impact on Higher Education and Adaptation Approach: Perspectives of Two Public Universities in Bangladesh
This study investigated the impact of the COVID-19 pandemic on higher education at two distinct universities in Bangladesh: Gopalganj Science and Technology University (GSTU) and Barisal University (BU). Using a survey methodology, the study collected extensive data from students at both institution...
Uloženo v:
| Hlavní autor: | |
|---|---|
| Médium: | Online |
| Jazyk: | angličtina |
| Vydáno: |
Copyright (c) 2023, Department of Government and Politics, Jahangirnagar University.
2025
|
| Témata: | |
| On-line přístup: | http://journals.juniv.edu/index.php/asts/article/view/248 |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Shrnutí: | This study investigated the impact of the COVID-19 pandemic on higher education at two distinct universities in Bangladesh: Gopalganj Science and Technology University (GSTU) and Barisal University (BU). Using a survey methodology, the study collected extensive data from students at both institutions to assess the multifaceted challenges and institutional responses during the pandemic. Following the implementation of nationwide lockdowns and strict containment measures, teaching and learning activities abruptly shifted from traditional in-person instruction to online platforms. The findings revealed that COVID-19 had a predominantly negative impact on higher education, resulting in reduced access to research and educational facilities and a significant decline in student enrollment. Furthermore, the transition to online education was fraught with significant barriers, including inadequate infrastructure, network instability, device shortages, accessibility constraints, and digital illiteracy. The study highlights the detrimental consequences of the pandemic on higher education, emphasizing persistent disparities in educational outcomes. The central hypothesis highlights that, despite the availability of online educational programs, a significant portion of students at both universities experience academic disruption due to financial constraints and technological barriers; however, there is a clear comparative difference in the degree of academic disruption between the two students. |
|---|