http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/18 Thu, 29 Oct 2026 21:44:08 GMT 2026-10-29T21:44:08Z 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. Mon, 19 Oct 2026 00:00:00 GMT http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4926 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. Mon, 19 Oct 2026 00:00:00 GMT http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4921 2026-10-19T00:00:00Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4916 Human Rights Practiced and Community Development Approaches for Stranded Biharis in Bangladesh: A Study in Dhaka City Hasano, Khandakar Nahid (Background)The Urdu-speaking Bihari community in Bangladesh emerged from forced migration during the 1947 Partition and subsequent displacement after the 1971 Liberation War. Although this is partly legalized, they still suffer socio-economic marginalization, stateless-like status, and restricted rights access, especially in the city of Dhaka in urban camp settlements. (Objectives) This study aims to examine the status of human rights practices and evaluate the effectiveness of community development approaches among stranded Biharis in Dhaka. It examines the socio-economic conditions, presents the main human rights issues, evaluates the existence of already implemented interventions and suggests the policy recommendations to improve the outcomes of inclusion, guaranteeing of human rights and sustainable development. (Methodology) The study adopts a qualitative exploratory case study design focusing on Geneva Camp and Kalshi Camp in Dhaka. Using purposive and snowball sampling, data were gathered via case studies (12), Focus Group Discussions (04) and Key Informant Interviews (06). NVivo was employed to analyze the data based on thematic analysis to document lived experiences and trends in issues related to rights and development. (Findings)The findings reveal that the stranded Bihari community continues to face multidimensional deprivation shaped by historical marginalization and structural exclusion. In socio-demographic terms the population represents a gradual shift in generations with younger generations being more occupied in education and livelihoods but limited by poverty, early marriage, and high dependency rates. Livelihoods are still economically stable with livelihoods centering around low-paid livelihoods, which are informal and lack an upward mobility ladder. In terms of human rights, partial progress XI 8 is evident in citizenship recognition and access to identity documentation, especially among younger individuals. Nevertheless, there are still gaps in accessing education, medical care, shelter, and social protection services because of the monetary constraints, bureaucracy, and societal prejudices. Poor health and environmental risks are further enhanced by overpopulated dwellings, poor facilities and insecure tenure. The major problems involve low access to the formal jobs, the institutions which lack efficiency and effectiveness, social stigma and poor political representation. Community development programs such as skills training, microfinance, and education programs are not sufficiently effective because they lack coverage, poor coordination and structural constraints. Although there are improvements, especially in regards to awareness and access to services, these interventions have not produced sustainable and large-scale transformation in the community. (Conclusion)The study concludes that despite incremental progress, significant gaps remain between legal recognition and actual rights realization for the Bihari community. To counter these issues, there is need to integrate the inclusive, rights-based policies, service delivery and coordination of development to achieve sustainable integration, social equity and the promotion of improved well-being among this poor urban group This thesis is submitted for the degree of Master of Philosophy. Mon, 19 Oct 2026 00:00:00 GMT http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4916 2026-10-19T00:00:00Z http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4915 Changing Dynamics and Responsibilities of Elderly Care in Urban Families of Dhaka City ., Subikunnahar This study explores the evolving nature of elderly care within urban families in Dhaka, Bangladesh, in the context of rapid demographic ageing, urbanization, and socioeconomic transformation. Traditionally, elderly care in Bangladesh has been familybased, rooted in cultural, moral, and religious expectations where adult children— particularly sons and daughters-in-law—assume primary responsibility for supporting ageing parents. However, this long-standing system is increasingly under strain due to changing family structures, economic pressures, and shifting social norms. The research identifies that urbanization, migration, the rise of nuclear families, and increased female participation in the workforce has significantly reduced the capacity of families to provide consistent and quality care. Although elderly individuals still largely depend on family members, the quality, intensity, and emotional aspects of care are declining due to time constraints, work pressures, and changing attitudes among younger generations. The study also highlights the gendered dimension of caregiving, where women continue to bear the primary burden of elderly care despite their growing involvement in paid employment. This creates a “double burden” and contributes to stress and imbalance within households. At the same time, elderly individuals face increasing challenges such as chronic illness, financial insecurity, social isolation, and limited access to healthcare and institutional support systems. Methodology applied for this qualitative study is limited to urban households in selected areas of Dhaka city, aiming to capture the lived experiences of older adults and their caregivers within this specific context. The study area selected for this research is some urban areas under the Dhaka North and South City Corporations. As the population of this study area is numerous, thus sampling method applied while collecting data. A total of 30 households selected based on Purposive sampling and three popular methods are applied namely In-depth Interviews (IDI), Focus Group Discussions (FGD) and Observation. vi Collected data analysis done based on thematic analysis coding and categorization of recurring patterns ethical considerations, informed consent confidentiality respect for participants are considered during analysis. A major finding of the research is the gap between strong cultural expectations of filial responsibility and the declining practical ability of families to fulfill these roles. While policies such as the National Policy on Older Persons exist, formal care services— including residential facilities and home-based care—remain inadequate, fragmented, and inaccessible to most urban residents. The study aims to examine the socio-economic conditions and health needs of the elderly, analyses changing caregiving roles and responsibilities, and assess the availability of support from both family and institutional sources. It also seeks to understand how caregiving responsibilities are negotiated within households and influenced by gender, class, and urban living conditions. Overall, the research argues that the traditional family-based care model is no longer sufficient on its own. It calls for the development of integrated, culturally sensitive, and sustainable elderly care systems that combine family support with state, community, and market-based interventions. Such approaches are essential to ensure dignified ageing, social inclusion, and improved quality of life for the growing elderly population in urban Bangladesh. Study found that the family remains the primary source of elderly care, despite significant structural and social changes. Most elderly individuals continue to rely on their children—particularly sons—and other close family members for financial, physical, and emotional support. Cultural and moral expectations rooted in societal norms still strongly influence caregiving practices, and many respondents expressed a sense of duty and obligation toward their ageing parents. However, this reliance on family support is increasingly strained due to changing living arrangements and economic pressures. This thesis is submitted for the degree of Master of Philosophy. Mon, 19 Oct 2026 00:00:00 GMT http://reposit.library.du.ac.bd:8080/xmlui/xmlui/handle/123456789/4915 2026-10-19T00:00:00Z