Reconfiguring Educational Inequality during COVID-19: Rural–Urban Learning Gaps and Resilience in Bangladesh

This study examines how digital access, socio-economic conditions, and institutional support interacted to shape learning continuity and academic outcomes among secondary school students in Bangladesh during the COVID-19 pandemic. Using a mixed-methods design, the study utilizesdata from 446 students and qualitative insights from teachers, parents, and school stakeholders across rural and urban contexts. The findings show that learning disruption was not driven by digital access alone but by the interaction of structural and institutional factors as well. Rural students faced significant barriers related to connectivity, device access, and institutional capacity, while urban students, despite higher access, experienced uneven engagement shaped by socio-economic conditions. Academic performance declined during school closures and recovered only partially after reopening, with persistent inequalities across different contexts. The study develops an integrated analytical framework linking digital access, socio-economic conditions, and institutional support, demonstrating how these dimensions jointly produce and sustain educational inequality. The findings highlight the need for policy approaches that go beyond infrastructure expansion to address affordability, instructional capacity, and institutional resilience.