Title: Science Education in Bangladesh: A Qualitative Review of Progress, Challenges, and Policy Prospects
Authors & Designations:
- Elias Ahmed, PhD – Islamic University, Kushtia, Bangladesh
- Saif Uddin Ahmed Khondoker, PhD – Universitas Muhammadiyah Surakarta, Indonesia
- Mahmudulhassan, PhD – Universitas Muhammadiyah Surakarta, Indonesia
Source: Bulletin of Islamic Research, 3(3), 527–540 (May 2025)
DOI: 10.69526/bir.v3i3.355
This article examines the evolution of science education in Bangladesh, focusing on recent government reforms aimed at improving science literacy and pedagogical quality. It explores curriculum changes, teacher training, resource distribution, and equity between urban and rural schools through a qualitative lens.
Methodology
The authors employ semi-structured interviews with primary and secondary science teachers across Bangladesh, combined with policy document reviews and scholarly literature analysis. They apply thematic qualitative methods to identify recurrent themes in educational progress and challenges.
Key Findings
- Access has improved, but significant inequalities remain—especially in rural areas with fewer resources.
- Teacher preparation is insufficient, with many educators lacking content knowledge and confidence for effective science teaching.
- Curriculum remains outdated, emphasizing rote learning over inquiry-based and hands-on approaches.
- Government efforts in digital education and facility upgrades have had limited impact due to infrastructure and training gaps.
Abstract
This study examines the situation of science education in Bangladesh, analyzing the effects of government changes and concentrating on the difficulties the educational system faces. The study is to shed light on curriculum, teacher preparation, and resource availability to enhance science education in both urban and rural settings. Semi-structured interviews, policy analysis, and a review of the literature were all part of the qualitative research methodology. In addition to interviews with elementary and secondary science teachers throughout Bangladesh, information was obtained from pertinent educational policies, scholarly publications, and reports. Teachers’ opinions on the difficulties of teaching science, the availability of resources, and the efficacy of governmental reforms were all examined in the interviews. Recurring themes and patterns were found using thematic analysis. Results show that access to science education has increased, while there are still issues, especially in rural areas. Inadequate teacher preparation, a lack of resources, and an antiquated curriculum that impedes inquiry-based learning are major problems. Regional inequities and gaps in teacher skills persist despite government initiatives to promote digital education and infrastructure. To raise the standard of science education, the report emphasizes the necessity of ongoing investments in infrastructure upgrades, curricular reforms, and teacher development. A small sample size that might not accurately represent all regional contexts and possible bias in self-reported data are among the limitations. With its useful suggestions for resolving the issues and enhancing science instruction in Bangladesh, this study provides insightful information for researchers, educators, and policymakers.
Analysis
This study offers a rich, qualitative perspective on Bangladesh’s science education progress. It effectively captures teachers’ voices and integrates them with policy analysis. The paper’s main strength is its clear identification of critical bottlenecks—teacher training, curriculum design, and urban-rural disparity.
However, the study could be enhanced by including quantitative measures (e.g., performance outcomes, resource allocation data) to complement the qualitative insights. Additionally, a comparative framework with peer countries in South Asia could contextualize Bangladesh’s performance and guide reform priorities.
Overall, the article provides valuable evidence for policymakers and educators looking to strengthen science education—highlighting the importance of targeted investments in teacher capacity, curriculum modernization, and equitable infrastructure development.
🧾 APA Citation
Ahmed, E., Khondoker, S. U. A., & Mahmudulhassan. (2025). Science education in Bangladesh: A qualitative review of progress, challenges, and policy prospects. Bulletin of Islamic Research, 3(3), 527–540. https://doi.org/10.69526/bir.v3i3.355