Since the pandemic began in early 2020, all forms of educational institutions in 175 countries and communities, including Bangladesh, have remained closed, and over 220 million post-secondary students-13 percent of the total number of students affected globally-have had their studies terminated or significantly disrupted due to COVID-19 (WB, April 2020). As a major reaction, many nations in various parts of the world have abandoned physical teaching in favor of remote learning via various online platforms. Even though issues of equality, arrangement, internet capacity, and instructional capability surfaced as early obstacles and primary concerns in remote delivery. There has been very little study done in the realm of education on how COVID-19 influenced the educational system (Bao, 2020; Sintema, 2020; Yan, 2020). As a result, the purpose of this paper is to use secondary data to investigate the challenges that educational institutes are facing, the opportunities that have arisen, and how the pandemic is causing significant changes, and how educational systems operate along with their responses to the crisis in reference from Bangladesh. This study advocated that the educational system must prioritize technical literacy and making a collaborative effort by the government and non-government organizations/individuals for the world to effectively deal with a future viral epidemic.
|Publication status||Published - 8 Jan 2022|
|Event||Hong Kong Sociological Association 22nd Annual Conference: Global Crises, Alternative Futures - Online participation via Zoom, Hung Hom, Hong Kong|
Duration: 8 Jan 2022 → 8 Jan 2022
|Conference||Hong Kong Sociological Association 22nd Annual Conference|
|Period||8/01/22 → 8/01/22|