Bridging the Digital Divide: Equity and Access Challenges in Blended Learning at the Tertiary Level in Bangladesh

Abstract Blended learning has revolutionized the way teaching in tertiary education is done in all parts of the world, not an exception in Bangladesh. Nonetheless, the effective execution of blended learning is still highly influenced by the digital divide, specifically in regard to access, equity, and engagement. This paper looks into the technological obstacles of university students in Bangladesh, the rural-urban gap, the influence of socioeconomic background on participation, and policy suggestions to develop inclusive blended learning. Under the Digital Divide Theory, the research will take a mixed approach using quantitative data of 100 students in both public and private universities and qualitative data via semi-structured interviews. Statistical examination using SPSS and thematic analysis show that disparities in access to the internet and devices, inadequate digital literacy, and financial limitations have a major impact on continuity of learning for students. The results also show disproportionate disadvantage of rural students as opposed to their urban counterparts. The paper holds that blended learning in the absence of institutional and national interventions can enhance educational disparities. Lastly, the article suggests a framework of sustainable blended learning that is equity-based in the tertiary sector of Bangladesh.