Sirajum Munira, Wahid bin Ahsan

Department of Human-Centered Design
Userhub

Abstract

This study examines the adoption and impact of e-books and PDFs among students in rural Bangladesh, exploring how digital reading influences study habits and educational outcomes. In-depth interviews with 27 participants, including students, teachers, and parents, reveal patterns of e-reading adoption, its effects on learning, and the challenges of accessing digital resources in rural areas. The research also investigates the role of educational and parental support and the broader cultural and social implications of digital learning in these communities. Key findings show that while students recognize the benefits of e-books, they face significant barriers, including limited access to devices, unreliable internet connectivity, and a lack of digital literacy training. The study emphasizes the need for targeted interventions to improve digital infrastructure and support systems in rural schools, offering practical insights for policymakers and educators.

Keywords: E-Reading Adoption, Digital Literacy, Rural Education, Bangladesh, E-Books in Education, Digital Learning Challenges, Educational Technology, Parental Support in Education, Digital Divide, Teacher Training in Digital Literacy

Introduction

Digital literacy is crucial for improving educational outcomes, yet adopting digital learning tools, such as e-reading platforms, poses significant challenges in rural areas of developing countries like Bangladesh. Infrastructural constraints, including poor internet connectivity, unreliable electricity, and limited device access, hinder digital learning (Kumari & Srivastava, 2023; Mhlana et al., 2022). These issues are further compounded by socio-economic factors and inadequate teacher training, deepening the digital divide in rural Bangladesh (Duma et al., 2021; Sharma, 2003).

Research shows that e-learning tools can enhance educational accessibility by overcoming geographical barriers and providing marginalized students with flexible learning opportunities (Anand et al., 2012; Iqbal et al., 2023). However, to realize these benefits, substantial infrastructural and technical challenges must be addressed (Sharma, 2003; Singh Bajwa, 2023).

Bangladesh’s rural education system still relies heavily on traditional methods, contributing to poor student engagement and outcomes (Biswas & bin Ahsan, 2023). E-reading platforms offer a solution by making educational content more interactive and accessible, which could improve literacy and academic performance (López-Escribano et al., 2021). However, success depends on overcoming technological and socio-economic barriers (Mhlana et al., 2022; Nedungadi et al., 2018).

The use of e-reading platforms also raises concerns about health, particularly regarding eye strain, disrupted sleep, and reduced physical activity (Chang et al., 2015; Maducdoc et al., 2017). Despite these concerns, parents and communities acknowledge the educational and financial advantages, underscoring the need for a balanced approach (Biswas & bin Ahsan, 2023; Watanabe et al., 2022).

This study examines e-reading adoption among students in rural Bangladesh, the challenges faced, and the impact on learning. The findings offer insights for policymakers and educators, contributing to efforts to reduce educational inequalities through digital inclusion.

Methodology

Research Design

This study employed a qualitative case study approach to investigate the adoption of e-reading technologies, specifically eBooks and PDFs, in rural Bangladesh. This design facilitated an in-depth examination of e-reading adoption patterns, its impact on student learning, the challenges of digital literacy, and the role of educational and parental support. Key themes explored include the use of e-reading tools, barriers to their effective use, and their broader influence on academic performance and literacy.

Participant Selection

The study involved 27 participants, including 19 students, 3 teachers, and 5 parents from various rural regions across Bangladesh, such as Satkhira, Feni, Jessore, and Tangail. Purposive sampling was used to select students with direct experience using e-reading platforms, while teachers and parents were chosen for their insights into classroom integration and home support for digital learning. This diverse group provided a comprehensive view of the opportunities and challenges associated with e-reading adoption in rural settings.

Data Collection

Data were collected through semi-structured interviews, conducted in Bangla and lasting between 30 to 45 minutes. The interviews addressed predefined themes such as access to digital devices, the use of e-reading tools, and educational outcomes. The semi-structured format allowed for the exploration of emergent issues, including infrastructure challenges and teacher preparedness. All interviews were audio-recorded with participants’ consent to ensure accuracy in analysis.

Data Analysis

The audio recordings were transcribed and analyzed using thematic coding through ATLAS.ti software. Initial open coding identified key themes related to e-reading adoption, digital literacy, and educational impact. Recurring themes, such as infrastructure challenges, teacher training gaps, and the role of parental support, were aligned with the study’s objectives to provide actionable insights for improving digital literacy in rural schools.

Ethical Considerations

All participants were informed about the study’s purpose, and their informed consent was obtained before the interviews. The study adhered to the ethical guidelines set by the American Psychological Association (2017), ensuring participants’ privacy and autonomy throughout the research process.

Findings

The findings of this study offer a detailed examination of the adoption of e-reading platforms, their impact on learning, and the various challenges faced by students, teachers, and parents in rural Bangladesh. The analysis highlights several key themes related to digital literacy and educational outcomes.

Adoption Patterns

E-reading adoption in rural Bangladesh was largely driven by necessity, especially during the COVID-19 pandemic, when students struggled to access physical textbooks. Many students began using mobile devices and PDFs as alternatives, though the transition posed initial challenges. Some students reported experiencing eye strain and technical difficulties, particularly when adapting to reading on digital devices. One student shared, “At first, I had headaches when reading from my phone, but after some time, I got used to it. It saves me from having to buy books.” This demonstrates both the discomfort students initially felt and their ability to adjust as digital learning became essential.

Teachers observed similar trends, noting that as students became more accustomed to e-reading, they were more engaged in lessons, particularly when digital materials were integrated into classroom activities. Projectors and e-books became valuable tools to capture students’ attention, helping to overcome the resource constraints that are common in rural educational settings.

Impact on Learning

The flexibility provided by e-reading significantly improved students’ ability to access learning materials, contributing to better academic performance. Many students mentioned that the availability of e-books allowed them to study more efficiently. One student reflected, “My grades improved because I could read anytime I wanted.” This ability to study on-demand was a clear benefit, especially for students who faced difficulties accessing traditional textbooks.

However, students also faced distractions while using e-reading platforms, particularly on mobile devices. Social media notifications and other apps frequently disrupted their focus. As one student admitted, “Sometimes, I get distracted by messages on my phone,” highlighting the need for better digital discipline to fully leverage the benefits of e-reading.

Challenges and Barriers

Despite the benefits, the adoption of e-reading in rural Bangladesh is hindered by several logistical and infrastructural barriers. The most frequently reported issue was poor internet connectivity, which often delayed access to learning materials. One student expressed frustration, saying, “Sometimes the internet is too slow, and it takes forever to open a book.” Another noted, “My phone freezes, and I can’t study when I want to.”

Additionally, many students lacked personal access to devices, often sharing mobile phones with family members or relying on outdated technology. These issues, combined with the dominance of English-language content on e-reading platforms, posed significant challenges for students more comfortable reading in Bangla. These findings emphasize the need for substantial improvements in both infrastructure and localized digital resources.

Parental Perception

Parents held mixed views on the use of e-reading. While they appreciated the financial savings associated with digital books, especially in reducing the cost of physical textbooks, they were concerned about the potential health risks of prolonged screen time. One parent commented, “I like that my child doesn’t need to buy expensive books, but I worry when I see them playing games instead of studying.” This reflects a common concern about balancing the educational benefits of e-reading with the risks of digital distractions.

Many parents expressed uncertainty about how to ensure their children used digital devices responsibly, underlining the importance of parental guidance in managing screen time and promoting productive use of e-reading platforms.

Discussion

The findings of this study underscore several challenges and opportunities related to the adoption of e-reading platforms in rural Bangladesh. While e-reading presents an opportunity to improve educational outcomes, significant barriers prevent its widespread use, including infrastructural limitations, inadequate teacher training, and concerns over the health effects of prolonged screen use.

Infrastructure and Resource Barriers

One of the most prominent barriers identified is the lack of reliable internet access and digital devices in rural Bangladesh. These infrastructural challenges are consistent with previous findings, particularly in developing countries like Bangladesh, where inadequate funding, outdated technology, and intermittent electricity exacerbate the digital divide (Biswas & bin Ahsan, 2023; Sharma, 2003). Without stable internet connectivity and access to appropriate devices, students are limited in their ability to fully engage with e-reading platforms, which restricts their educational potential. These challenges highlight the urgent need for targeted interventions to address digital exclusion in rural areas.

Teacher Training and Pedagogical Integration

A critical challenge identified is the lack of digital literacy and adequate training for teachers in rural Bangladesh. E-reading platforms, despite their potential, require teachers to be equipped with the necessary skills to integrate these tools effectively into their instructional practices. Many rural teachers lack the resources and competencies to manage digital learning environments, which is consistent with findings in other developing regions (Mhlana et al., 2022; Nedungadi et al., 2018). Biswas & bin Ahsan (2023) further highlight the absence of structured professional development programs, leaving teachers underprepared to leverage e-reading platforms for enhanced student engagement.

Educational Outcomes and Literacy Development

Despite these challenges, e-reading platforms offer substantial potential to improve literacy and educational outcomes, especially in rural settings with limited access to traditional learning resources. Research by López-Escribano et al. (2021) illustrates how e-books can positively influence early literacy development, particularly in marginalized areas. In rural Bangladesh, e-reading could help address gaps in literacy by providing access to diverse, culturally relevant reading materials. However, realizing these benefits requires overcoming infrastructural and pedagogical barriers that currently limit the effective use of digital tools in schools.

Health Implications and Parental Concerns

Health concerns associated with prolonged screen use emerged as a significant issue, particularly regarding eye strain and sleep disturbances. Similar findings are reported in studies that examine the adverse effects of extended screen time on physical and cognitive health (Ichhpujani et al., 2019; Maducdoc et al., 2017; Myrberg, 2017). In rural Bangladesh, where healthcare access is limited, parents are particularly worried about the potential long-term health impacts of digital devices (Biswas & bin Ahsan, 2023). Addressing these concerns is critical to ensuring a balanced approach to e-reading.

Digital Inclusion and Access Solutions

The issue of digital inclusion remains central to addressing the barriers identified in this study. Similar to findings in other rural areas, such as those highlighted by Correa & Pavez (2016), lack of infrastructure, resources, and digital literacy hinders equitable access to educational technologies. Biswas & bin Ahsan (2023) emphasize the importance of community-driven initiatives and governmental support in promoting digital inclusion.

Recommendations

Based on the study’s findings, the following recommendations aim to address the challenges of e-reading adoption in rural Bangladesh:

1. Strengthen Digital Infrastructure: Government agencies, NGOs, and private sector partners should collaborate to establish sustainable, mobile digital hubs or public WiFi services in rural areas. Additionally, ongoing maintenance and support should be ensured to keep devices and networks functional. Programs offering affordable digital devices and access to technical support for low-income families should be prioritized  (Correa & Pavez, 2016; Sharma, 2003).
2. Enhance Teacher Training: Develop long-term, context-specific professional development programs that incorporate technical support and ongoing digital literacy training for teachers in rural schools. These programs should focus on the practical integration of e-reading platforms and provide bilingual resources to ensure accessibility for a broader range of students (Mhlana et al., 2022; Nedungadi et al., 2018).
3. Address Health Concerns: Schools should implement comprehensive screen time management strategies, including alternative digital learning tools like audiobooks and interactive platforms that reduce the need for prolonged screen use. Local health organizations should collaborate with schools to provide awareness programs on mitigating eye strain and sleep (Chang et al., 2015; Myrberg, 2017).
4. Increase Parental Involvement: Schools and community organizations should offer community-based workshops that encourage parents to become co-creators in managing e-reading platforms and their children’s digital learning habits. Encouraging peer learning among parents and maintaining strong communication with schools is essential for ensuring effective use of digital tools at home (Kilpatrick et al., 2020; Kong, 2018).
5. Localize E-Reading Content: Educational content developers should prioritize the creation of localized, culturally relevant e-reading materials and bilingual platforms that gradually support learning in both Bangla and English. Policymakers should incentivize the development of dynamic translation tools to bridge the language gap in rural digital education (López-Escribano et al., 2021; Nedungadi et al., 2018).

Conclusion

This study identifies key actions to enhance e-reading adoption and improve educational outcomes in rural Bangladesh. The findings suggest that strengthening digital infrastructure, improving teacher training, promoting healthy digital habits, increasing parental involvement, and localizing e-reading content are essential for closing the digital literacy gap. By implementing these recommendations, stakeholders including government agencies, NGOs, and educational institutions can work toward bridging the digital divide and ensuring that e-reading platforms are effectively utilized to support learning in rural communities.

Limitations and Future Research

This study is limited by its sample size, focusing on a specific group of students, parents, and teachers in rural Bangladesh. The findings may not be fully generalizable to other regions or contexts with different socio-economic or technological conditions. Additionally, the study primarily relies on self-reported data, which may be influenced by personal biases or recall errors.

Future research could explore a larger and more diverse sample across different regions to better understand the variability in e-reading adoption. Investigating the long-term impact of e-reading on student outcomes and the role of emerging technologies, such as offline digital learning tools, would also provide valuable insights for enhancing digital literacy in rural education. Lastly, studies could assess the effectiveness of interventions, such as teacher training programs and infrastructure improvements, in closing the digital divide.

Acknowledgments

We are deeply grateful to the students, parents, and teachers who participated in this study. Their openness and willingness to share their experiences were invaluable to the research. We also wish to thank Userhub for the opportunity and its unwavering support throughout the project. Finally, we acknowledge the helpful feedback and encouragement from our colleagues, which greatly contributed to the refinement of this work.

Declaration of Interest

The authors confirm that there are no conflicts of interest associated with this research. The study was conducted with full independence, and all analyses and conclusions were reached impartially.

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