Abstract

This study investigates the teaching-learning practices of Information and Communication Technology (ICT) as a subject, and the challenges faced by teachers and students in rural secondary schools of Bangladesh, focusing on three key aspects: classroom practices, teacher challenges, and student learning barriers. As a Global South country, Bangladesh presents insights into ICT education barriers in resource-constrained settings. The study addresses a critical research gap by generating region-specific evidence from Rangpur, a district characterized by socio-economic vulnerabilities and infrastructural constraints that intensify educational inequalities. An interpretive qualitative design was employed, with data collected purposively from ICT teachers and students of ten rural schools through interviews and focus group discussions, which were then analyzed thematically. Findings revealed a severe gap in interactive instruction and hands-on practice due to resource constraints and limited pedagogical preparedness among teachers. Unreliable electricity and internet connectivity, inadequate ICT equipment, and insufficient technical support further constrained meaningful classroom implementation. Teachers’ administrative and managerial overloads, curriculum-content mismatch, and inadequate professional development opportunities were also identified as barriers. Recommended solutions include infrastructural development, enhanced teacher training, equitable access to resources, and context-sensitive approaches to ICT education. The study provides targeted insights for policymakers and educators to promote inclusive ICT education, particularly for students in underserved areas.