Bridging Up the Gap to Ensure Digital Education Access for Bangladesh’s Rural Girls

Bangladesh is moving to digital education; however, rural females are being neglected. Many females in remote villages continue to lack access to digital tools and the internet, despite the rapid growth of online learning and mobile education in urban areas. In these regions, smartphones and internet connections are scarce. Despite the availability of devices, families frequently permit males greater access to them and anticipate that girls will engage in household responsibilities rather than learning online. This disparity is not solely a matter of technology; it also demonstrates more profound social and economic disparities.

Research suggests that there is a substantial disparity in the availability of digital education. In comparison to 50% of men, only approximately 37% of rural women possess the digital skills necessary to effectively utilize the internet, according to a study conducted by the BRAC Institute of Governance and Development. Boys are more inclined to possess smartphones and utilize digital platforms on a daily basis. Families generally restrict the internet use of females due to safety concerns and cultural norms, as they are concerned about the potential social repercussions. These anxieties, which are prevalent in numerous communities, limit the ability of girls to study online.

This digital exclusion has a substantial impact. Girls who are unable to access online lectures or digital study aids are more likely to experience academic difficulties. If they lack digital capabilities, they are more susceptible to dropping out of school and failing to pursue secondary or higher education. This setback increases the likelihood that they will be unable to secure employment in the future and increases the likelihood that they will have to marry young and live in poverty. Additionally, the inability to participate in digital education results in the loss of critical life skills, such as the ability to access public services, communicate with others on digital platforms, and obtain information online, which are increasingly accessible through digital platforms.

In rural areas, individuals possess a limited number of devices, as well as unpredictable electricity and inadequate internet connectivity. According to UK Aid and UNICEF, the cost of equipment remains a significant issue, and many rural families are unable to access affordable internet connectivity. The digital divide is significantly greater in regions that are more susceptible to the impacts of climate change and natural disasters. In these regions, girls are at a double disadvantage: they are unable to use technology due to societal norms and inadequate infrastructure.

Although there are some initiatives to address this disparity, they are insufficient at this time. In order to facilitate the collaborative use of computers and the internet, certain NGOs and government programs have established digital learning centers in rural communities. The objective of girls' training programs is to enhance their digital literacy and to instruct them on how to maintain their safety online. Nevertheless, these endeavors are not yet able to address the issue on a significant scale and do not typically reach a sufficient number of individuals.

In order to optimize the benefits of digital education, Bangladesh must act promptly. Policies must ensure that rural women have access to affordable devices and the internet in order to resolve the root causes of digital inequality. Schools require assistance in creating learning environments that are accessible to all students, regardless of their home internet connectivity. It is imperative that educators acquire the ability to employ digital tools in a manner that is inclusive of all students. It is crucial to engage the community in order to alter the societal and parental perceptions of girls' digital education and to educate families on its significance and safety.

In order to address the digital divide, it is also necessary to allocate additional resources to infrastructure. If we enhance the availability of reliable internet and energy in rural areas, digital inclusion will be feasible. Subsidies or credit programs are available to assist low-income households in purchasing smartphones or tablets. Simultaneously, initiatives to increase awareness should educate individuals in communities regarding the advantages of digital literacy and eradicate any misconceptions regarding the activities of women online.

Bangladesh has made advancements in digital infrastructure and education accessibility; however, these enhancements will not be equitable or comprehensive until the digital gender gap is resolved. Every female in every village should have the opportunity to study, develop, and prepare for the future. It is not only morally correct, but also imperative for the social and economic development of the nation to provide rural females with access to digital education.

The digital divide is not solely a technological issue. It discusses issues such as poverty, gender injustice, and exclusion from society. The engagement of rural females in the digital transition will be a critical indicator of Bangladesh's success in transitioning to a knowledge-based economy. Digital education must be accessible to all individuals, or it will exacerbate the inequalities it claims to address.


Shushmita Hasan is a
freelance columnist and
a social welfare analyst.