Indonesian Journal of Education Research (IJoER)

Bridging the Digital Divide: Challenges and Opportunities of ICT in Higher Education in Bangladesh

2025-12-19T13:23:22+07:00

Purpose of the study: This study aims to assess the current state of Information and Communications Technology integration in higher education institutions in Bangladesh, identifying major challenges, disparities, and opportunities for creating an inclusive and competitive digital learning environment.

Methodology: This study used a qualitative review method based on secondary data, including policy documents (Digital Bangladesh Vision 2021, National ICT Policy 2018), institutional reports, and research articles. Data were analyzed using thematic content analysis.

Main Findings: Information and Communications Technology adoption in Bangladeshi higher education remains uneven. Public universities in rural areas face infrastructure gaps, unstable internet, and power shortages, while private urban institutions perform better. Faculty lack Information and Communications Technology training and motivation, and students experience sharp digital, economic, and gender disparities. COVID-19 accelerated Information and Communications Technology use but exposed existing inequalities.

Novelty/Originality of this study: This study uniquely connects Information and Communications Technology integration with issues of equity, regional disparity, and pedagogical readiness in Bangladesh. It advances knowledge by highlighting how digital transformation can promote inclusive higher education and strengthen national competitiveness in the emerging knowledge economy.

Role of School Principals in Integrating Technology into the Teaching–Learning Process

2025-12-19T15:16:35+07:00

Purpose of the study: The present study explored the role of Sri Lankan school principals in integrating technology into the teaching–learning process across diverse educational contexts. It examined how principals provide leadership, support, and direction for technology use in schools, while also identifying the challenges they face and the factors that influence their efforts.

Methodology: A qualitative research design was adopted, using semi-structured interviews with ten school principals from Sinhala, Tamil, and English medium schools across four districts in Sri Lanka. Data were analyzed using thematic analysis

Main Findings: The findings reveal that principals play multiple roles as facilitators, enablers, and advocates of technology integration. They support initiatives such as STEM education and encourage teachers’ use of digital tools; however, their leadership is often constrained by the absence of a clear technological vision, limited resources, inadequate infrastructure, teacher resistance, and insufficient awareness of technology-related policies. These challenges vary between urban and rural schools and across different language-medium contexts

Novelty/Originality of this study: This study contributes to the understanding of school principals’ roles in leading technology integration in Sri Lankan schools. It highlights both leadership practices and contextual constraints and offers practical insights to strengthen principals’ capacity to support effective and equitable technology-enhanced teaching and learning.

Curriculum Evaluation of Entrepreneurship Education: Employers’ Feedback on Business Graduates’ Job Performance

2025-12-19T16:40:55+07:00

Purpose of the study: This study aimed to evaluate employers’ feedback on the job performance of Bachelor of Science in Entrepreneurship graduates of Kalinga State University (KSU) to identify strengths and areas for improvement across four competency domains: personal, interpersonal, intellectual, and technical. The findings serve as a basis for curriculum enhancement, instructional innovation, and career development initiatives, thereby reinforcing educational accountability and employability outcomes within the ASEAN context.

Methodology: The study employed a mixed-method research design integrating quantitative and qualitative approaches. A descriptive survey using a structured questionnaire distributed via Google Forms and in-person administration was utilized. Data was encoded in Microsoft Excel and analyzed using descriptive statistics such as frequency, percentage, weighted mean, and ranking, complemented by thematic analysis of employers’ qualitative feedback.

Main Findings: Quantitative results indicated that graduates performed very satisfactorily in all four domains: personal abilities (M = 4.32), interpersonal abilities (M = 4.15), intellectual abilities (M = 4.19), and generic and specific knowledge and skills (M = 3.92). Employers commended graduates’ persistence, teamwork, and creativity but emphasized the need to improve communication, leadership, and digital literacy. The qualitative results revealed four major themes: practical and experiential learning, communication and interpersonal development, technological and digital skills enhancement, and leadership and professional competence.

Novelty/Originality of this study: This study provides empirical evidence linking employer feedback with curriculum evaluation through the CIPP (Context–Input–Process–Product) Model, a framework rarely applied in Philippine entrepreneurship education research. It advances discourse on educational assessment and accountability by positioning employer perspectives as outcome-based indicators of curricular effectiveness. Moreover, it contributes to the ASEAN goal of promoting quality-assured, outcome-based, and employability-driven higher education that prepares graduates to be innovative, globally competent, and industry-responsive.