Online classes are often presented as a modern solution for education in Bangladesh. However, the reality in rural areas is that it doesn't yet offer equal opportunities for everyone. According to a survey by the Bangladesh Bureau of Statistics in 2024-25, only 54% of rural families have internet access, 71.1% have smartphones, and a mere 3.6% have computers. While 21.6% of urban families own computers, the rate is almost negligible in rural areas. Therefore, the claim that online classes will increase educational "diversity" is more of a slogan than a reality.
The problem isn't just about devices, but also costs. In 2025, the minimum monthly charge for broadband was set at 400 Taka for a 5 Mbps connection and 700 Taka for a 10 Mbps connection. This might seem trivial to urban middle-class families, but for low-income rural families, 400-700 Taka per month, plus the cost of a smartphone, electricity, repairs, and regular data expenses, makes online classes a luxury. As a result, "digital education" often becomes "education for those who can afford it."
The experience during the COVID period reinforces this suspicion. A UNICEF survey revealed that only 15.9% of children in rural areas were able to participate in distance learning, compared to 28.7% in urban areas. This highlights that online classes have served to expose existing inequalities rather than expand learning opportunities. Therefore, to make online classes effective in rural Bangladesh, affordable internet, device assistance, low-data educational resources, and local educational support must be ensured first. Otherwise, online education will increase educational inequality rather than learning diversity.
Author: Ambassador for Responsible Artificial Intelligence and Antimicrobial Resistance (AMR) for Bangladesh
