Purpose This study is intended to explore the shift from conventional classroom delivery to smartphone-mediated digital learning in higher education of Bangladesh. Design/methodology/approach Qualitative research method was adopted for this study. For a deeper understanding of the matter, respondents were divided into three clusters. Cluster A1-students from urban areas studying in public or private universities. Cluster A2-students from rural areas studying in public universities or colleges under the national university. And Cluster B- teachers with experience in conducting online or hybrid classes. Data was collected via in-depth interviews in the form of conversations. Thematic analysis was done to present the research findings. Findings The research findings showed that the smartphone screen is now the main learning device, and learners favor low data format, asynchronous content, but it works in areas with patchy internet coverage, supported by brief playbacks of live sessions and recaps. Rural learners are often navigating multiple layers of challenge: their devices tend to be older than those carried by their urban counterparts, they generally only have mobile data connections and study spaces can be a limited luxury in the home. Institutional support, slim-bandwidth content design, accessibility features and center-aligned resource support are determinants of equitable participation. Originality/value This research argues that a mobile-first and inclusive teaching approach, supported by effective digital transformation, can help reduce existing educational inequalities.
Sultana et al. (Wed,) studied this question.
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