Title: Educational Barriers and Institutional Support for Rural Development
in Bangladesh: Evidence from Multiple Stakeholder Perspectives
Authors:
Md. Mahafuz Kabir
Journal:
International Journal of Social Science and Economic Research (IJSSER)
ISSN: 2455-8834
Volume:
11
Issue:
8
Publication Date:
August 2026
DOI:10.46609/IJSSER.2026.v11i08.002
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Md. Mahafuz Kabir
Md. Mahafuz Kabir, Assistant Professor, Department of Business Administration, College of Business
Science & Technology (CBST), Mymensingh.
MLA 8 Kabir, Md. Mahafuz. "Educational Barriers and Institutional Support for Rural Development in Bangladesh: Evidence from Multiple Stakeholder Perspectives." Int. j. of Social Science and Economic Research, vol. 11, no. 8, Aug. 2026, pp. 3640-3658, doi.org/10.46609/IJSSER.2026.v11i08.002. Accessed Aug. 2026.
APA 6 Kabir, M. (2026, August). Educational Barriers and Institutional Support for Rural Development in Bangladesh: Evidence from Multiple Stakeholder Perspectives. Int. j. of Social Science and Economic Research, 11(8), 3640-3658. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i08.002
Chicago Kabir, Md. Mahafuz. "Educational Barriers and Institutional Support for Rural Development in Bangladesh: Evidence from Multiple Stakeholder Perspectives." Int. j. of Social Science and Economic Research 11, no. 8 (August 2026), 3640-3658. Accessed August, 2026. https://doi.org/10.46609/IJSSER.2026.v11i08.002.
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ABSTRACT:
Quality education is essential for promoting rural development through human capital
formation, productivity enhancement, and social inclusion. However, educational barriers and
inadequate institutional support continue to constrain sustainable rural development in
Bangladesh. This study examines how educational barriers and institutional support influence
rural development from the perspectives of multiple stakeholders.
A quantitative cross-sectional survey was conducted among 500 respondents, including students,
teachers, parents, policymakers, and community members from urban and rural areas of the
Mymensingh Division, Bangladesh. Data were analyzed using descriptive statistics, crosstabulations, Pearson's Chi-square tests, and Cramér's V to assess urban–rural differences and
the strength of associations. The findings reveal significant urban–rural disparities in school availability, teaching quality,
access to modern teaching aids, teacher training, community support, and educational
improvement priorities. Rural respondents reported greater educational challenges, while
government financial support was identified as the highest priority for improving educational
quality. Despite these differences, respondents from both urban and rural areas strongly agreed
that government intervention is essential for achieving quality education. The results suggest
that strengthening educational infrastructure, teacher capacity, community participation, and
targeted financial support is critical for reducing educational inequalities and advancing SDG 4
and sustainable rural development. The study contributes to the literature by providing an integrated assessment of educational
barriers and institutional support from multiple stakeholder perspectives and offers evidencebased recommendations for improving educational policy and rural development in Bangladesh.
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