Authors : Md. Ataur Rahman; Md. Anowarul Karim

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/yrf7m8yu

Scribd : https://tinyurl.com/45he6jyt

DOI : https://doi.org/10.5281/zenodo.14441969

Abstract : This study explores the challenges faced by female students in rural Bangladesh pursuing Information and Communication Technology (ICT) education at the higher secondary level. It highlights the digital divide exacerbated by socio-cultural norms, economic constraints, and infrastructural deficits. Traditional gender roles, insufficient parental support, community attitudes, and inadequate technology, internet, and educational infrastructure hinder girls' ICT participation. Economic factors like poverty and opportunity costs prevent families from prioritising girls' ICT education. Gender-biased curricula, a lack of qualified ICT instructors, and insufficient gender-sensitive training create educational barriers. Safety concerns, including gender-based violence and harassment, and the lack of secure spaces and support systems further restrict girls' involvement. The study calls for rigorous research to evaluate interventions, examine long-term consequences, and provide culturally sensitive, sustainable solutions for an equitable and inclusive educational system.

Keywords : Female Students; ICT Education; Higher Secondary Level; Rural areas; Bangladesh.

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