Harnessing Artificial Intelligence for Education in Bangladesh
Artificial Intelligence (AI) is reshaping education worldwide, offering new ways to support teachers, personalize learning, and improve access to quality education. But what does this mean for countries like Bangladesh, where resources are often limited and classrooms are overcrowded?
A new paper from the Asian Development Bank (ADB), Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers, offers some timely answers. You can read the full paper here: ADB Working Paper No. 101.
Why Bangladesh?
Bangladesh has made remarkable progress in expanding primary education over the last two decades. Enrolment rates are high, and efforts to improve gender equality in education have been notable. Yet challenges remain: many classrooms are overcrowded, teacher training is uneven, and access to digital tools is limited in rural areas. These barriers make it harder for teachers to provide personalized support to each student.
AI, if used wisely, has the potential to bridge these gaps. From adaptive learning platforms that adjust to a child’s pace to AI-driven tools that lighten teachers’ administrative burdens, technology could help transform how education is delivered.
What the Paper Found
The ADB study represents one of the first systematic efforts to understand how AI could support education in Bangladesh. Through needs assessments and teacher training pilots, the research team explored both the opportunities and the challenges of integrating AI in classrooms.
Key insights include:
- Teachers are open to AI tools but need clear guidance, training, and support to integrate them effectively.
- Digital literacy is uneven, meaning professional development must begin with strengthening basic ICT (Information and Communications Technology) skills.
- AI applications should be simple and context-specific, addressing real classroom challenges rather than adding complexity. For example, AI that helps teachers track attendance or identify students who are struggling could be more impactful than advanced tools requiring high connectivity.
- Equity must be at the centre. Without careful planning, AI risks widening the gap between urban and rural schools, or between students with and without access to devices and the internet.
What This Means for the Future
The paper highlights that Bangladesh is at an early but promising stage in exploring AI for education. Rather than importing one-size-fits-all solutions, policymakers and education leaders should focus on pilot projects that test scalable, affordable, and inclusive approaches.
For organizations working in education technology, the findings are a reminder that success isn’t just about building smart algorithms. It’s about training, capacity-building, and designing tools that work in real-world classrooms.
Final Thoughts
AI won’t solve all the challenges facing primary education in Bangladesh, but it can become a powerful ally for teachers and learners. As the ADB report makes clear, the first step is listening to teachers, understanding their needs, and building solutions that strengthen rather than replacing the human heart of education.
Read the full report here: ADB Working Paper No. 101.
Suggested Citation: Kong, B., Li, Z., Ratner, S., Hemberg, E., & Haque, S. (2024). Artificial intelligence for education in Bangladesh: insights from the first small-scale artificial intelligence needs assessment and training for primary education teachers.
