http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/105 2026-10-23T00:25:04Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4926 Technology-integrated pedagogies in the social science curriculum and practices at secondary schools in Bangladesh Mannan, Abdul Technology integration in education has significant impact on effective and meaningful learning, and has gained increased attention globally in making teaching and learning activities more interesting, participatory, and student-centered. Efforts to incorporate technology in the education system of Bangladesh through planned initiatives and multifaceted steps have been ongoing for a long time. The purpose of the study was to explore technology-integrated pedagogies in the secondary school social science curriculum and their practices in the classrooms and schools. Using the lenses of social-constructivist worldview, a multiple case study design was used aiming to explore the perceptions of teachers and students about technology-integrated pedagogy in the social science curriculum and practices in different types of secondary schools (urban-rural and public-private secondary schools) situated in the district of Chattogram. Document review, semi-structure interviews, focus group discussions (FGDs) and observation were used to collect data from several sources. Qualitative content analysis and a ‘thematic' qualitative data analysis technique were used to analyze data collected through interviews, FGDs, and observations. In addition, a cross case analysis technique was used aiming to find the trends and contrasts between case studies, keeping links to the contextual information inside individual cases. Findings based on the analysis of curriculum document indicate that although the generic parts, applicable to all disciplines, highlight technology integration in the curriculum development process, objective setting and teaching-learning strategies, there is a significant gap concerning technology use in assessment methods. The results of the social science curriculum which is named as ‘Bangladesh and Global Studies (BGS)’ analysis indicated that the curriculum for grades VI-VIII has minimal guidance on how to integrate technology, while the curriculum for IX-X focused on pedagogies needing technological integration. Both parts of the curriculum have strong content grounded in significant educational aspects, but there is a very limited indication of using technology viii throughout. Furthermore, instructions on how technology can be integrated in students’ learning assessment are apparently absent. From the perspectives of social science teachers, head teachers and students, the study suggest that almost all social science teachers in the three case study schools expressed positive attitudes towards technology integration, showing enthusiasm for technology integration in their classes. However, their beliefs varied regarding practical and professional experience, school infrastructure, and training opportunities. Assistant teachers from rural and government schools expressed their high expectations for using technology and participating in ICT training, as their schools have insufficient technological resources and limited training opportunities. However, social science teachers from the private school in the city had practical experience and reported various practical issues, such as using slides, maps, and speakers. Additionally, the findings indicate that teachers with adequate ICT facilities in their schools lacked integration in accordance with the TPACK framework, especially in technological and pedagogical aspects. Other teachers who lacked adequate facilities were interested in engaging in pedagogical activities using technology. Overall, all head teachers had positive attitudes towards technology integration in schools. However, the results revealed a mixed picture of the leadership role. While the head teacher of the urban private school was found to be dynamic, technical, action-oriented and innovative-minded, other head teachers of rural and government schools could be described as static, non-technical and traditional in school management. This indicates the gap between urban-rural as well as government-private schools in leadership practices. The findings based on the analysis of data from students’ FGDs, suggested that students across three case study schools hold positive perceptions of learning social science content through technology integration, though their beliefs varied by school context. In terms techology-integrdated pedagogical practices, the findings showed a huge disparity in resources, usage, student literacy and teacher readiness among the three case study schools. In every aspect, the rural school lagged behind in ICT integration. This school had limited access to technology, particularly in social science classes, and students ix are interested but lack digital literacy. Similarly, the urban government school showed gradual improvement in technology integration, but usage remains inconsistent. In contrast, urban private school highlighted exemplary models of technology integration with its pervasive use of technology in every classes including social science, strong student digital literacy and extensive teacher training but could benefit from a more consistent application of pedagogical models such as TPACK. Major challenges towards practicing technology-integrated pedagogies in the classrooms and schools identified through this study are: infrastructure and resource constraints, teacher readiness and training, pedagogical and classroom difficulties, and curriculum as well as policy-related challenges. Based on the findings, several recommendations have been made, for examples, developing curriculum framework focusing on technology integration, developing digital leadership, removing discriminations among schools, ICT based teachers’ professional development, assurance of supplying digital tools, and conducting further research in this area. Though the findings of the study are not generalizable due to its methodological nature, the findings of this research have potential implications for policy and practices. Findings of this study can be valuable insights, and examples of evidence related to technology integration in the curriculum, social science curriculum, and practices in the classrooms and schools. It also have implications for teachers' professional learning and development. This thesis is submitted for the degree of Master of Philosophy. 2026-10-19T00:00:00Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4921 Teachers’ Perceptions in Implementing Inclusive Education at Rural Government Primary Schools in Bangladesh Hossain, Md. Kabir Bangladesh is a multicultural country where people of different religions, castes, and ethnic backgrounds live. In an inclusive system, students with disabilities receive education in the same setting. In the context of Bangladesh, inclusive education (IE) is urgent because it has been playing a vital role in the development of primary education. Currently, 20 million children are in primary schools across the country, an achievement made possible through the rollout of inclusive education. Inclusive education has been internationally recognized as the most proficient system where teachers are grassroots actors in implementing inclusive pedagogy with the aim of ensuring full participation of all learners in the classroom. This study has shown that rural government primary school teachers’ attitudes toward inclusive education. Teachers’ positive attitudes are essential for the effective implementation of inclusive education (IE). Therefore, the core objective of this study was to explore teachers’ perceptions about inclusive education and its implementation with a view to ensuring education for all. Based on the core research question, it addresses three exploratory research questions, focusing on knowledge, understanding, and teachers’ support of IE. This study is qualitative in nature. The population of this study consists of all government primary school teachers working in rural areas, and selected head teachers, assistant teachers, and guardians are the sample. Data were gathered using semi-structured interviews and focus group discussions (FGDs), considering ethical issues, and analyzed using a thematic approach. xiii The findings demonstrate a mixed picture of teachers’ attitudes. Primary school head teachers have mid-level knowledge and understanding, and support with a positive attitude. On the other hand, assistant teachers have training-based lower-level knowledge and insight, experience-based understanding, practical engagement, and a diverse attitude towards inclusive education. Both kinds of teachers showed some challenges, such as poor infrastructure, absence of teaching materials, and lack of trained teachers for special needs students, financial constraints, political interference, and students migrating towards Noorani Madrasahs. The participants gave some suggestions to improve the implementation of inclusive education. A few areas must be prioritized, including strengthening teacher training, enhancing accessibility of infrastructure and resources, improving community and parental participation, government and NGO collaboration, and focusing on quality education and religious education. The head teachers and assistant teachers perceive inclusive education as teaching students of different religions, socio-economic status, and ability groups in the same classroom. Implementing inclusive education enjoys strong support from teachers, who believe it helps minimize discrimination, foster social harmony, and promote the holistic development of students. This thesis is submitted for the degree of Master of Philosophy. 2026-10-19T00:00:00Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4798 A Study on Curriculum Development and Classroom Practices of out of School Children Education Program in Dhaka City Razzak Roni, Mausumi This study focused on exploring Curriculum Development and Classroom Practices of out of School Children Education Program. The specific objectives of the study are followed, first one is to explore curriculum design according to accelerated education principle. Secondly is to find out the existing classroom practices for the students of out of school children education in line with curriculum and third one is to evaluate the teacher’s performance that influence the implementation of curriculum in out of school children education program. This study is qualitative in nature. Eighteen teachers, eighteen learning centers and four experts are selected at primary level for this study. Teachers, learning centers and experts has been selected following purposive sampling. In this study, different types of data collection tools have been used. A questionnaire for teacher has been developed to primary level. A descriptive checklist and interview schedule has used to collect data for exploring curriculum development of out of school children education program. An observation schedule has been to collect data about classroom practices as well as an observation checklist has been administered for collecting data about teachers’ performance of out of school children program. There are many findings but major findings of the research are mentioned. From the study, it was found that the curriculum was age-appropriate, competency-based but not condensed properly. Literacy and numeracy skills are highlighted on the curriculum. Moreover, learning principles, pedagogy and practice of accelerated education model was integrated throughout the curriculum and teacher training manual. In addition, teaching-learning strategy, assessment strategy, model lesson plan, instruction for daily lesson presentation, accelerated education model syllabus is well-defined in the teachers ‘guide. Sometimes, teachers follow Out of School Children (OOSC) Education Program Syllabus properly for classroom practice of previous knowledge assessment, teaching-learning strategy, on-going assessment etc. But some malpractices are observed also. This thesis is submitted for the degree of Master of Philosophy. 2026-03-03T00:00:00Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4780 Multilingual education towards social inclusion of the ethnic minority children in Bangladesh Perveen, Rokhsana Persistently multilingual education (MLE) has gained increasing attention around the globe. Research shows that mother tongue as a school language benefits children’s early years of learning including cognitive, social development, and identity formation of ethnic minority children (EMC). This qualitative research investigated how MLE enhances the social inclusion process of the EMC in Bangladesh. The purpose of the research was to understand MLE as a phenomenon from the perspectives of its policy, design and implementation in the Bangladesh context. The research study used the lenses of a constructivist philosophical perspectives and Bronfenbrenner’s (1979) Ecological System Theory which provided the theoretical basis to conduct this qualitative study. This study employed several research data collection tools, including document review, interview schedule, classroom observation guidelines, FGD guidelines, and field notes. Considering two different geographical regions (plain and hilly areas) and a set of different criteria set for the research, I have purposively selected two languages Communities-Garo and Chakma- out of the five language communities (Chakma, Marma, Tripura, Sadri and Garo) where MLE is being implemented. Including document review, data were collected from assistant teachers, head teachers, students, parents, and community people, and local education administrators representing two government primary schools located at two language communities. The thematic analysis technique of qualitative data was used. From the perspective of macro-system, the results indicate that a number of elements pertaining to social inclusion of ethnic minority children through MLE have been included in national policy documents. The development of the MLE Bridging xx plan that can be considered a Bangladeshi version of the "transitional model" of MLE is evidence of significant policy progress at the national level. It is a clear indication of the belief and commitment of Bangladesh at the national level towards SI for EMC through MTB-MLE. From an exo-system standpoint, the results show that the policy guidelines were unable to link local education administration and communities with the schools adequately when it comes to the implementation of MLE. As a result, the process of social inclusion of ethnic minority children (EMC) was obstructed at this level. The meso-system creates and extends different kinds of new relational dimensions between EMC and parents, teachers, and peers which contribute social inclusion process. However, the school practice and relationship between home and school remain traditional and the application of MLE did not result in the development of strong relationships among communities, schools, and homes. From micro-system perspectives, the research findings indicated that, despite the systematic development of the MLE bridging plan, the implementation process did not adhere to the sequential language allocation. While joyful teaching-learning strategies were observable in practice, the perspectives of MLE in teaching-learning were notably restricted. The overall school environment was found to be rooted in Bengali and English culture, rather than adopting a welcoming approach for EMC through cultural adaptation. Overall, although ecological connection was not fully established within the ecological system layers of macro-exo-meso-micro systems policy level initiatives in favor of MLE, MLE bridging plan and their implementation enhanced the process of social inclusion of EMC, and created scopes throughout the process. However, a context-based realistic strategic plan having ecological orientation for successful xxi implementation of MLE at every stage of the ecological systems towards social inclusion of EMC is yet to develop in Bangladesh. This research has potential implications for theory, policy and practice. It demonstrated a comprehensive theoretical framework to the audience who work in the field of MLE as well as social inclusion. This research opens up the horizon to think about MLE design and by using the ecological system theory. This study also demonstrated how an ecological theoretical framework could be used in MLE implementation. It provides insights into the strengths and limitations of existing policies of MLE towards social inclusion of ethnic minority children in Bangladesh context. In addition, it showed how a context-based realistic and comprehensive MLE strategic plan could be developed and more functional at different stages to enhance the social inclusion of ethnic minority children in Bangladesh. This thesis is submitted for the degree of Doctor of Philosophy. 2026-03-02T00:00:00Z