Strategies to Mitigate the COVID-19 Challenges of Universities in Bangladesh

Abstract

The education sector in Bangladesh has been affected severely by the COVID-19 pandemic crisis like many other countries around the globe. Both the public and private universities faced different types of challenges to continue the teaching-learning process during this time. The chapter has explored these challenges and mitigation strategies based on quantitative and qualitative studies with undergraduate and graduate students of public and private universities. The study has covered both public and privately owned general and engineering universities to explore more specific issues and directives. Moreover, in-depth interviews were conducted with teachers to learn the problems they faced and subsequent strategies to cope with the challenges to minimize these challenges and educational loss. The study identified the infrastructural, technical, psychological, health, educational policy, and financial-related challenges faced by key stakeholders. The study incorporated directives to overcome these challenges and provide guidelines for policymakers at home and abroad.

An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication

“…The COVID-19 pandemic's infectious sickness has had an impact on many facets of human existence, including commerce, instruction, health, economics, recreation, transportation, and social relations as well as politics and entertainment [55]. Notably, the environment has been stressful for everyone, and the virus spread has created issues in the educational system [22]. The Bangladeshi government implemented certain efforts to stop the spread of COVID-19.…”

“…To proceed with the customary pace of instruction and limit the shortage, the nation has turned to online classes, but it is questionable whether online classes are an identical substitute to the genuine actual classroom environment [17,21]. This is because, keeping other tricky issues aside, students find it more challenging to appreciate and grasp the items in web-based contexts than in a genuine classroom [17,22]. The University Grants Commission (UGC) held a meeting on 25 June 2020 to meet with the top administrators from public colleges to discuss the transition to online teaching through Zoom and Google Meet to close this gap.…”

“…The University Grants Commission (UGC) held a meeting on 25 June 2020 to meet with the top administrators from public colleges to discuss the transition to online teaching through Zoom and Google Meet to close this gap. The decision focused on merely starting online sessions and deferring exams and lab activities, placing students in a condition of great uncertainty [18,22]. This transition was one of the most difficult for developing countries, as they lacked adequate infrastructure, faced financial constraints, and had defects in educational policies that made it difficult to provide enough facilities for online instruction.…”

Artificial Intelligence Technology on Teaching-Learning: Exploring Bangladeshi Teachers’ Perceptions

“…One can contend that the obvious answer to creating fair systems is to eliminate data instances that might support prejudice. However, in educational settings where we aim to help learners by comprehending their requirements, particularly when this arises from systemic or racial inequity [29], this is not a solution.…”

The impact of the COVID-19 pandemic on education in Bangladesh and its mitigation

“…Numerous inquiries have been conducted to address the challenges encountered by universities and to examine their responses. General and engineering university students experienced difficulties including insufficient equipment, stress, and financial difficulties [14]. COVID-19 compelled educational institutions worldwide to switch from in-person to virtual teaching.…”