AI and Educational Technology in K–12 Curriculum Reform: A Pathway Toward Smart Education in Bangladesh

AI and Educational Technology in K–12 Curriculum Reform: A Pathway Toward Smart Education in Bangladesh

Sayed Mahbub Hasan Amiri^*

Department of ICT, Dhaka Residential Model College, Dhaka, Bangladesh

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0220

Received: 18 April 2025; Accepted: 22 April 2025; Published: 21 May 2025

ABSTRACT

The role of artificial intelligence (AI) and digital technologies in education can be transformative for K–12 learning in Bangladesh. New-age education framework must be free from conventional shackles as the nation moves towards competency-driven and future-ready curricula. This paper investigates the ways in which AI-enabled tools and educational technologies help build the so-called smart curriculum, which warrant personalized learning, continuous assessment and inclusive education addressing students from different socio-economic strata. In terms of the national context, it reflects on the need for greater action to address the urban-rural digital divide, increase teacher readiness and policy implementation. Based on current research and case examples, the paper discusses what ethical considerations and infrastructure are needed. Finally, it lays out policy recommendations to facilitate equitable and sustainable AI integration in the K–12 curriculum to prepare Bangladeshi students for a rapidly changing world, equipped with the skills, values, and adaptability needed for the future.

Keywords: Artificial Intelligence in Education, Smart Curriculum, K–12 Education in Bangladesh, Educational Technology Integration, Curriculum Reform, Digital Equity, Personalized Learning, AI-Powered Pedagogy

INTRODUCTION

Education is essential for development personal, social, and economic and the transformation of education is critical to the prosperity of the future. The rapid evolution of technology, and particularly Artificial Intelligence (AI), is forcing us to reevaluate and redefine the traditional models of education. Meanwhile, the advent of AI and other emerging technologies has led to an opportunity to make a transition in educational systems around the world from a one-size-fits-all approach to learning to personalized adaptive learning experiences. If integrated well, AI can contribute to the development of a “smart curriculum” in Bangladesh and also the other developing countries, where the education system has already taken a big leap of change to ensure a curriculum that caters to the different needs of students while also equipping them for the challenges of the 21st century.

Currently, Bangladeshi education plays with significant challenges like overcrowded classrooms, limited access to digital devices, and vast reliance on rote learning. However, there is a recognition that technology and more specifically, AI Technology and its potential to drive some serious improvement in the educational outcomes. Under the Smart Bangladesh Vision 2041, the Bangladeshi government seeks to convert the country into a digital economy where all sectors including education will be integrated with technology [Aspire to Innovate (a2i) 2023]; hence why this study focuses on Bangladesh using the national context for the best learning and innovation in the role of technology in education. But while there are ambitious targets set in policy documents on digital education, the uptake of AI and other digital technologies in K-12 schools is still at an early stage, and the change is not without difficulties.

In this article, we seek to discuss the means in which AI can facilitate not only curriculum reform in Bangladesh’sK-12 education system but be a means to improve access to education for all students, ultimately providing a more equitable path to education for all students, regardless of socioeconomic class. Drawing on global trends, local challenges and the promise of AI, this paper seeks to identify a path forward for addressing technology in the national curriculum. It is organized into several sections, including a literature review analysing the landscape of existing research on AI in education, an overview of the current K-12 education system in Bangladesh, and recommendations for policy and practice to support equitable access to AI-assisted learning opportunities.

The role of AI and digital technologies is reshaping students’ learning and teachers’ teaching, presenting a new generation learning experience, interactivity, and authentic content delivery. By using AI to customize content, monitor progress on-the-fly, and offer immediate feedback, these technologies vow to transform education into a more interactive, captivating, and personalized experience. Some of these include the impact of AI in education such as improved learning outcomes, reduction in achievement gaps, ultimately preparing students with the 21st-century skills they need to succeed in an increasingly automated world.

However, the mean impact of moonshot AI in education will only be achieved once the digital divide is addressed the gap in access to technology across regions, socio-economic strata, and genders. Major issues such as urban-rural divide and gender divide in access to digital devices in Bangladesh are barriers in achieving equitable adoption of AI. Overcoming these hurdles is crucial to guarantee that AI isn’t just used to improve education, but it also aids in developing inclusive learning environments where each learner has an equal chance to be successful.

This article argues that Bangladesh has meaningful opportunities embedded in existing curriculum reform and policy environments to use AI for education in ways that render the system more equitable and innovative, even in the face of significant challenges to implementation. The article strives to voice a broader discussion on the role of technology on the future of education in Bangladesh and elsewhere, Specifically, the school aims to contribute to the elucidation of this attempt by also addressing the evolution of AI technologies through a smart curriculum.

LITERATURE REVIEW

Notably, AI and technology has raised many questions and interest worldwide specifically in relation to curriculum reform. Artificial intelligence (AI) was expected to transform K–12 education. Though it has the ability to offer some unique advantage, curriculum enhancement through AI is a burgeoning area of practice, especially in the context of low and middle-income countries such as Bangladesh. Through a synthesis of existing literature, this review assesses the role of AI within the larger trend of educational reform, proposes obstacles that may be unique to the context of Bangladesh and indicates the theoretical foundations that should exist to properly usher AI into existing education systems.

AI and Educational Technology in the Global Context

The incorporation of AI into K–12 education has risen to become a game-changing force in classroom pedagogy and curriculum development globally. Across the world, AI-based tools like adaptive learning environments and intelligent tutoring systems (ITS) allow personal, learner-cantered experiences by tracking student-database in order to customize content and feedback (Holmes et al., 2019). Baker and Inventado (2014) cite examples of adaptive online learning systems such as Knewton and ALEKS, which tailor the pacing and content of lessons based on an individual learner’s performance, showing positive learning outcomes in STEM areas. Similarly, Luckin et al. As (2016) discuss, AI’s ability to conduct real-time formative assessment has lessened high-income countries’ (e.g., the U.S. and Finland) dependence on summative testing, instead leading practitioners to a culture of continuous improvement.

But gaps remain between high-income, (HICs) and low- to middle-income countries (LMICs). HICs have the luxury of a solid digital infrastructure and teacher readiness while (LMICs) experience systemic barriers from poor internet access, and lack of teacher training, and fractured policy frameworks (UNICEF, 2022). India’s National Education Policy 2020 focuses on AI literacy but lags with implementation in rural areas because of infrastructural deficits (MHRD, 2020). Such challenges highlight the need for context-sensitive approaches to adapting AI innovations into LMIC contexts.

Curriculum Reform and AI in Bangladesh’s Context

We are working towards connecting our education curriculum with our digital economy through initiatives like Smart Bangladesh 2041. Although the National Curriculum and Textbook Board (NCTB) is moving toward competency-based education, the integration of artificial intelligence (AI) is still in its infancy (NCTB, 2022). The widespread use of rote learning and centralized metrics for assessment of effectiveness inhibits the adoption of learner-centric AI tools, especially in rural schools (where 45% do not have reliable internet access (World Bank, 2021)

The digital divide between urban and rural areas compounds inequities. Even as urban hubs like Dhaka have mobile learning projects and tablet distributions, rural schools often find themselves without electricity and devices (BBS, 2020). Only 22% of rural teachers, versus 58% of urban teachers, possess the basic digital literacy needed to compete in the workplace (UNICEF 2022) The effects of gender disparities compound these issues: a disproportionate access to technology is observed among male teachers and male students, marginalizing female participation (BBS, 2020).

But it still is slowly making progress, as pilot projects like the A2I (Access to Information) program show. A2I’s AI-driven chatbot Shikkhok Batayon gives rural students Bengali language learning assistance, despite limited scalability (A2I, 2023). Such efforts illustrate the power of localized AI solutions but also show that systemic investments full infrastructure and teacher capacity are critical.

Theoretical Frameworks for AI Integration in Education

This raises the role of the TPACK framework (Mishra & Koehler, 2006) and the SAMR model (Puentedura, 2009) as lenses through which to view AI integration. TPACK highlights the intersection of technology, pedagogy, and content knowledge, so that educators can apply AI tools to curricular purposes. For example, data analytics in Bangladesh is powered by AI to help teachers identify learning gaps, but they need to be trained on how to interpret those insights.

That hierarchy of the SAMR model Substitution, Augmentation, Modification, Refinement guides educators away from superficial usage of technology. AI adoption in LMICs like Bangladesh is often halted at the level of Substitution (e.g. textbook digitisation) due to infrastructural limitations. BUT case studies from Kenya show how to get from Teacher training programs from Augmentation (e.g. AI-generated quizzes) to Modification (e.g. personalized learning paths) (UNESCO, 2021). Contextualizing teacher training (to both the infrastructural realities of school environments as well as the pedagogical innovations they must cultivate) will be key to adapting these frameworks.

Equity and Access: Addressing the Digital Divide

The digital divide in Bangladesh is multidimensional, encompassing device ownership, internet access, and socio-cultural barriers. Rural households are 60% less likely to own smartphones than urban ones, and girls face restrictive social norms limiting technology access (ITU, 2020). Infrastructure gaps—only 34% of rural schools have electricity—further impede AI deployment (World Bank, 2021).

Comparative strategies from LMICs offer actionable insights. India’s DIKSHA platform, which provides offline-compatible AI resources in regional languages, demonstrates how low-tech solutions can bridge connectivity gaps (MHRD, 2020). Similarly, Rwanda’s partnerships with NGOs to distribute solar-powered tablets in remote areas highlight the role of multi-stakeholder collaboration (UNICEF, 2021). For Bangladesh, hybrid models combining mobile learning (e.g., SMS-based lessons) and community digital hubs could mitigate infrastructural deficits while ensuring equitable access.

Ethical Considerations and the Future of AI in Education

In Bangladesh, which is exceptionally diverse, AI’s ethical queries data privacy, algorithmic bias, cultural relevance and the lot are even more pressing. Such AI systems, e.g., adaptive tutors, depend on student data

and Bangladesh does not have comprehensive data protection legislation which raises concerns about misuse (UNICEF, 2022). So is algorithmic bias; for instance, AI tools trained on urban datasets might skip over rural dialects, such as Sylheti, further aggravating linguistic underrepresentation.

Cultural adaptation remains a key issue. For instance, the use of regional folklore in the Shiksha DOST AI tutor in India shows that localization can drive engagement of students with their lessons (MHRD, 2020). In a similar vein, Bangladesh could partner with linguists to create NLP models for dialects such as Chittagonian, so that AI tools can connect to local identities. Ethical frameworks also need to emphasize inclusivity gender-sensitive design can help combat patriarchal standards that restrict access to technology for girls.

METHODOLOGY

This research is conceptualising and theorising how a method of analysing Artificial Intelligence (AI) will be an impact upon the K-12 education system in Bangladesh. Because this research is concentrated on the possible future implications of AI technologies for the education system and the generation of policy recommendations, a conceptual approach was used. This allows for an in-depth exploration of theoretical frameworks, current trends in AI applications, and policy considerations without direct empirical testing. By applying literature review and theoretical analysis, this study critically assesses existing theories and practices and makes recommendations for policy development based on conceptual insights.

Research Design and Approach

This study, through a review of existing literature, takes a conceptual approach to add to the body of knowledge and theorizing as to how to integrate AI into Bangladesh’s K-12 system. It is not a data collection study, and the study does not involve any kind of primary experiment but rather pays careful attention to existing literatures and strives to develop a holistic IT framework for the integration of AI.

Conceptual research especially grants the opportunity to engage in the critical discussion of innovative technologies like AI where empirical data is still formed or is even lacking. In this manner, it identifies areas where knowledge remains incomplete and suggests recommendations to policymakers, educators, and technology developers that are grounded in theory and global best practice.

Literature Review Process

To provide a comprehensive foundation for the study, a thorough literature review was conducted, drawing on various academic sources, policy reports, and case studies. The review focused on the following areas:

1. AI applications in education: Analysing how AI technologies have been implemented in educational contexts globally, including adaptive learning, personalized education, and assessment tools (Baker & Smith, 2021).
2. Challenges and opportunities in AI integration: Reviewing barriers such as the digital divide, teacher training, and curriculum reform that must be addressed for effective AI implementation (Brynjolfsson & McAfee, 2017).
3. Policy frameworks: Examining existing educational policies related to AI integration and identifying gaps and opportunities for Bangladesh (Ali & Uddin, 2021).
4. Equity and ethical considerations: Reviewing concerns about data privacy, algorithmic biases, and the potential for exacerbating educational inequalities (Hao, 2020; Eubanks, 2018).

The literature review was conducted systematically, using academic databases such as Google Scholar, JSTOR, and ERIC to identify peer-reviewed articles, books, and reports. Sources were selected based on their relevance, credibility, and contribution to the development of AI-based educational frameworks.

Theoretical Framework

This study is grounded in several theoretical frameworks that explore the relationship between technology adoption and educational transformation. Two primary theoretical lenses are applied:

a. Diffusion of Innovations Theory (Rogers, 2003)

Rogers’ Diffusion of Innovations theory is used to understand how AI can be adopted within educational systems. The theory emphasizes that innovation adoption occurs in stages and depends on factors such as relative advantage, compatibility, complexity, trialability, and observability (Rogers, 2003). In the context of AI in education, these factors influence how AI tools are introduced, accepted, and implemented in schools, particularly in developing countries like Bangladesh, where challenges such as infrastructure, teacher readiness, and digital literacy are prevalent.

b. Constructivist Learning Theory (Vygotsky, 1978)

Constructivist theory, particularly Vygotsky’s ideas about scaffolding and zone of proximal development (ZPD), informs the conceptual framework for understanding how AI can enhance personalized learning. According to Vygotsky, students construct knowledge through interaction with their environment, including social interactions. AI in education can be viewed as a tool that scaffolds learning by providing personalized feedback, adjusting difficulty levels, and offering real-time support based on each student’s learning needs (Vygotsky, 1978).

These theories guide the understanding of how AI technologies can be integrated into Bangladesh’s education system and how such integration could enhance the learning experience, foster student autonomy, and bridge educational gaps.

Data Sources and Analytical Process

Although this study does not involve primary data collection, secondary sources were essential to develop insights and recommendations. Secondary data were gathered from:

• Global case studies of AI implementation in K-12 education systems, particularly in countries with similar socio-economic contexts (Schleicher, 2019).
• Government reports and policy documents related to AI education policies and curriculum frameworks (e.g., NCTB, 2022).
• Peer-reviewed journal articles that discuss AI’s impact on education (Ali & Uddin, 2021; Baker & Smith, 2021).
• International reports from organizations like UNESCO and OECD on the future of AI in education (OECD, 2021).

These sources were analysed qualitatively, with a focus on identifying common themes and trends. A thematic analysis was conducted to categorize findings under key areas such as:

• AI technology in educational settings
• Policy recommendations
• Equity and inclusivity in AI education
• Teacher and student preparedness for AI integration

Data Interpretation and Synthesis

The data synthesis process involved comparing findings from various sources and interpreting them through the lens of the theoretical frameworks discussed earlier. Insights from case studies and existing literature were used to identify:

• Opportunities for enhancing personalized learning through AI.
• Challenges related to infrastructure, teacher training, and equity.
• Best practices in AI policy implementation from global examples.

Through this conceptual analysis, the study aimed to generate a set of policy recommendations that address both the opportunities and challenges for AI integration in Bangladesh’s K-12 education system.

Ethical Considerations

Because this study is conceptual and based on publicly available information, there are no obvious human subjects-related ethical considerations; however, a key consideration lies in ensuring adequate citation of data sources and the ethical concerns surrounding the prevalence of AI in education. Existing literature regarding ethical issues related to AI implementation (Eubanks, 2018; Boyd & Crawford, 2012), including data privacy, algorithmic bias, and student consent, were cited and discussed at length.

Equity issues were also addressed to make certain the recommendations are inclusive and beneficial for every student, especially those from marginalized or underserved communities. This is in line with the ethical position of ensuring, through AI, serving for the common good, but in an equitable manner.

Limitations of the Methodology

Like any conceptual study, this work has several limitations. First, because of a lack of sufficient empirical data, some of these insights rely on theoretical extrapolations and can miss the full complexity of real-world challenges encountered by teachers and students in Bangladesh. Second, the recommendations are indeed based on global examples and may not even be directly relevant for Bangladesh’s unique socio-economic and cultural context. Nevertheless, these limitations are offset by the prevalence of contextual analysis and the inclusion of case studies from countries facing similar challenges.

This conceptual approach offers a holistic outline of the theoretical disposition of the AI adoption process in the context of K-12 education system of Bangladesh. Through a synthesis of existing literature, theoretical frameworks, and global best practices, this study strives to gain insights to inform policymakers and educators about the transformative potential of AI in education. Through theoretical analysis, the study aims to contribute to the emerging field of AI in education by offering findings that can later be used for empirical testing.

ANALYSIS AND DISCUSSION

Preparing for change: New technologies can revolutionize K-12 education with the ability to transform the educational experience in Bangladesh, improve learning outcomes, offer individualized learning journeys, and solve systemic impediments. Yet this AI integration will face challenges such as the digital divide, equity, infrastructure and policy standards. This analysis explores these factors and critically assess AI’s role in Bangladesh’s education system and provides an impaction to educational policy.

AI in Education: Global Context and Bangladesh’s Position

Revolutionizing the Education Sector is transforming the global education ecosystem, presenting new ways to address longstanding issues. In the case of the United States, China, Finland and other countries, AI has already been integrated into educational tools like personalized learning platforms, AI tutors, and automated grading systems (Brynjolfsson & McAfee, 2017; Baker & Smith, 2021). AI is seen as a powerful tool for improving the quality of education, engagement of students, and creating personalized learning pathways (Schleicher, 2019). For example, individual learning solutions such as Knewton and Dream Box respond to data on students’ answers with algorithms that determine the difficulty level of learning materials used during a session, enabling personalized learning (Baker & Smith, 2021).

Unlike Bangladesh, which potentially faces greater infrastructural, teacher readiness and cyber literacy barriers to use AI. As of 2020, according to the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), consider that only a low percentage of schools are equipped with very basic digital resources in a rural setting (BANBEIS, 2020). So, while the possibilities for AI in education are immense in Bangladesh, the existing hurdles dictate the extent and speed of its implementation.

Table 1: Digital Divide in Bangladesh’s K-12 Education System

Potential Benefits of AI in K-12 Education in Bangladesh

AI holds the potential to address several critical issues within Bangladesh’s education system, including:

1. Personalized Learning: One of the most significant advantages of AI is its ability to personalize education. AI-driven platforms can analyse students’ strengths, weaknesses, and learning styles, thereby tailoring lessons to meet individual needs (Baker & Smith, 2021). For instance, AI systems can recommend additional resources or adjust lesson difficulty, ensuring that each student progresses at their own pace (Hao, 2020). In the context of Bangladesh, this could help bridge the achievement gap between urban and rural students, where disparities in resources are prevalent.
2. Access to Quality Education: AI can democratize access to quality education by providing learning resources and support to underserved communities, particularly in remote areas. AI-driven virtual tutors and automated educational tools could supplement classroom teaching, offering students personalized assistance in subjects where teacher availability is limited (Brynjolfsson & McAfee, 2017). This is particularly relevant for Bangladesh, where large class sizes and a shortage of qualified teachers are common challenges.
3. Efficiency in Administrative Tasks: AI can automate administrative tasks, freeing up time for teachers to focus on pedagogy. AI systems can handle tasks such as grading, attendance tracking, and even identifying patterns in student performance data (Ali & Uddin, 2021). In Bangladesh, where administrative workload often detracts from teaching effectiveness, this could improve overall educational quality and reduce teacher burnout.
4. Real-time Feedback and Assessment: AI tools can provide real-time feedback to students, helping them understand their progress and areas needing improvement. Unlike traditional exams, AI-powered platforms can assess learning continuously, allowing for immediate intervention when students face difficulties (Eubanks, 2018). This model could be particularly beneficial in Bangladesh, where exams often provide limited and delayed feedback, impeding timely academic support for struggling students.

Challenges and Barriers to AI Integration

While the benefits of AI are clear, several challenges need to be addressed before AI can be successfully integrated into Bangladesh’s K-12 education system:

1. Digital Divide and Infrastructure: One of the most significant barriers to AI integration in Bangladesh is the digital divide, which refers to the gap between those who have access to digital technologies and those who do not (Ali & Uddin, 2021). In rural and remote areas, schools may lack even basic computers or internet connectivity, making it difficult to implement AI-based educational tools. According to BANBEIS (2020), less than 20% of rural schools in Bangladesh have access to reliable internet, a critical requirement for AI technologies to function effectively.
2. Teacher Training and Readiness: The success of AI in education depends on the readiness of teachers to incorporate technology into their pedagogical practices. In Bangladesh, many teachers are not adequately trained to use technology in the classroom, which could hinder the effective integration of AI tools (Hao, 2020). Furthermore, there is often resistance to change due to a lack of awareness of AI’s potential or fear of technology replacing human educators (Brynjolfsson & McAfee, 2017).
3. Cultural and Linguistic Factors: Bangladesh’s diverse linguistic and cultural context presents a challenge for AI platforms, which may be designed primarily for English-speaking populations. AI systems must be able to process and understand local languages like Bengali, which requires the development of culturally sensitive algorithms and content. Moreover, AI systems should account for the varying educational backgrounds and regional differences among students, ensuring that they are inclusive and do not perpetuate existing inequalities (Vygotsky, 1978).
4. Ethical and Privacy Concerns: The integration of AI in education raises significant ethical issues, particularly regarding data privacy and the use of student data. AI systems often rely on vast amounts of student data to function, which could pose a risk to student privacy if not managed properly. In Bangladesh, where data protection laws are still developing, there is a need for stringent regulations to safeguard student information (Eubanks, 2018).

Table 2: AI Benefits and Challenges for K-12 Education in Bangladesh

Addressing the Challenges: Policy Implications

To harness the full potential of AI in K-12 education, policymakers in Bangladesh must take several critical steps:

1. Infrastructure Development: The government must invest in improving digital infrastructure, particularly in rural and underserved areas. This includes providing schools with reliable internet access, hardware, and software needed to run AI-based tools (Schleicher, 2019). Moreover, partnerships with tech companies and international organizations could help subsidize the cost of AI technologies and ensure that they are accessible to all students.
2. Teacher Training and Professional Development: A comprehensive teacher training program is essential to ensure that educators are equipped to integrate AI into their classrooms. Professional development should focus not only on technical skills but also on pedagogical strategies for using AI effectively to enhance learning (Ali & Uddin, 2021). This would require collaboration between educational institutions, the government, and AI companies to create tailored training programs for teachers.
3. Inclusive AI Tools: AI systems should be designed with inclusivity in mind, ensuring that they are adaptable to Bangladesh’s linguistic and cultural context. This involves developing AI platforms in Bengali and ensuring that they can cater to the specific educational needs of different regions (Vygotsky, 1978). Moreover, AI should be used to foster equity, ensuring that marginalized students benefit from personalized learning, rather than exacerbating existing disparities.
4. Policy and Regulatory Frameworks: The Bangladesh government must establish clear policies to guide the ethical use of AI in education. This includes developing data protection laws that ensure the privacy and security of student data, as well as guidelines for the responsible use of AI in classrooms (Eubanks, 2018). Additionally, the government should work with international bodies such as UNESCO and the OECD to align its AI policies with global standards and best practices.
5. Public Awareness and Stakeholder Engagement: To ensure the successful integration of AI into the education system, it is crucial to raise public awareness about the benefits and potential risks of AI. This could involve campaigns targeting teachers, parents, students, and policymakers to foster a culture of acceptance and understanding of AI technologies (Brynjolfsson & McAfee, 2017).

The prospect of integrating AI within the K-12 education framework in a country as diverse as Bangladesh harbors tremendous potential to improve learning outcomes, fix educational inequities and increase productivity among teachers. But to realize this potential we need to overcome huge challenges related to infrastructure, teacher training and ethical issues. Through focused policies to advance digital infrastructure, to invest in teacher professional development, and to ensure AI is used consistently and ethically, Bangladesh can harness the potential of AI to transform education. This makes it all the more important for policymakers, educators, and technology developers to work together and ensure that AI integration is equitable, inclusive, and in alignment with the country’s educational goals as AI technologies continue to evolve over the next decade.

Policy Implications and Recommendations

The role of Artificial Intelligence (AI) in K-12 education in Bangladesh has the potential to disrupt the current education system to make it personalized and equitable across all sections of the society. But this potential cannot be unlocked without a policy framework surrounding AI in education that is strong, future-ready, and adaptive to the changing demands of the nation’s educational sector. This section discusses the policy implications of the integration of AI in K-12 education in Bangladesh and comes up with specific recommendations for making the implementation appropriate and equitable.

Policy Implications of AI in Education

AI integration in education necessitates substantial policy reforms that address multiple aspects of the education system, from digital infrastructure to teacher training, curriculum reform, and equity considerations. The policy implications are vast, as AI is not just a tool for enhancing education but also a catalyst for systemic change.

a. Infrastructure and Accessibility

One of the most significant barriers to the adoption of AI in education is the lack of digital infrastructure. AI systems require high-speed internet, modern hardware, and access to devices such as computers, tablets, and interactive boards (Schleicher, 2019). In Bangladesh, the digital divide between urban and rural areas, as well as between different socio-economic groups, presents a critical challenge. For AI to have a broad impact, it must be accessible to all students, regardless of their geographical location or economic background.

Policy Implication: Policies must focus on improving digital infrastructure nationwide, particularly in rural and underserved areas. This includes enhancing internet connectivity, providing subsidies for educational technology, and ensuring schools have the necessary hardware to implement AI-based systems (Zawacki-Richter, 2020).

b. Teacher Training and Professional Development

AI in education is not just about installing software in classrooms but also about empowering teachers with the skills to use these tools effectively. Currently, many teachers in Bangladesh are not equipped to use AI technologies, given their limited exposure to digital tools and AI concepts (Ali & Uddin, 2021). Without proper training, AI tools may not be used to their full potential, and their implementation may lead to frustration among educators.

Policy Implication: Comprehensive professional development programs for teachers must be designed to provide ongoing training in both AI literacy and pedagogical approaches for using AI tools in the classroom. This will ensure that teachers can leverage AI to create personalized learning experiences and enhance student outcomes (Baker & Smith, 2021).

c. Curriculum Reform and Development

Traditional educational curricula, which are often focused on rote learning and standardized assessments, may not align with the potential of AI to foster personalized learning and critical thinking (Brynjolfsson & McAfee, 2017). To truly take advantage of AI, Bangladesh’s national curriculum needs to be revised to include a greater focus on AI literacy, critical thinking, and problem-solving skills. Furthermore, the curriculum should emphasize ethics and the social implications of AI, ensuring that students are not only skilled in using AI but also understand its ethical dimensions (Li & Wang, 2020).

Policy Implication: The National Curriculum Framework (NCTB, 2022) should be revised to incorporate AI literacy at all levels of education. Additionally, AI-related competencies such as data analysis, algorithmic thinking, and ethics should be integrated across various subjects to foster interdisciplinary learning (Tegmark, 2017).

d. Data Privacy and Ethical Considerations

AI-powered educational tools rely heavily on student data, including learning behavior, performance metrics, and personal information (Eubanks, 2018). This raises concerns about data privacy, security, and the ethical use of AI. Given the sensitive nature of student data, policies must be put in place to ensure that data is collected, stored, and used in compliance with ethical standards. AI systems should be transparent in how they process data, and students and parents should have control over their personal information (Hao, 2020).

Policy Implication: A robust data protection framework should be established to regulate the collection, storage, and use of student data in AI systems. This framework should align with international data protection standards, such as the General Data Protection Regulation (GDPR), and ensure that AI systems used in education are transparent, accountable, and bias-free (Boyd & Crawford, 2012).

e. Equity in Education

AI has the potential to democratize education, making it more accessible to underserved populations, including students in rural areas and marginalized communities (Hassani et al., 2020). However, if not implemented carefully, AI can exacerbate existing inequalities. Disparities in access to technology, teacher quality, and AI-driven tools can deepen the digital divide, leaving the most vulnerable students behind (Matsuda, 2020).

Policy Implication: AI policies must prioritize equity in education by ensuring that AI tools are accessible to all students, regardless of their socio-economic background or geographic location. This includes subsidizing technology for low-income students and providing inclusive AI tools that are designed to address the needs of students with disabilities, girls, and other marginalized groups (Binns, 2020).

Key Policy Recommendations

To address the challenges and maximize the benefits of AI in education, the following policy recommendations are proposed:

a. Expand Digital Infrastructure Nationwide

To facilitate the integration of AI in classrooms, high-speed internet and modern computing devices must be accessible in all schools, including those in rural and underserved areas. Investment in digital infrastructure is critical to overcoming the digital divide that currently exists between urban and rural schools in Bangladesh (Bhatti et al., 2020).

Recommendation: Establish a Digital Education Infrastructure Fund that focuses on improving internet connectivity, providing affordable devices, and equipping schools with AI-enabled learning tools. The government should work with the private sector to subsidize the cost of digital resources for economically disadvantaged students (Zawacki-Richter, 2020).

b. Develop Comprehensive Teacher Training Programs

Teachers must be equipped with the necessary skills to implement AI tools effectively in the classroom. Ongoing professional development programs focusing on AI literacy and digital pedagogy should be mandated.

Recommendation: Create a National Teacher AI Training Program, offering both in-person and online training modules, that will focus on AI integration in the classroom and help teachers develop the skills to personalize learning using AI tools (Ali & Uddin, 2021).

c. Revise the National Curriculum to Include AI Literacy

AI literacy should be integrated across various subjects in the national curriculum. Students should be taught to understand both the technical aspects of AI and its ethical implications in society.

Recommendation: The National Curriculum and Textbook Board (NCTB) should revise the existing curriculum to incorporate AI-related competencies at all education levels, ensuring students acquire the necessary knowledge and skills to thrive in a digital world (Tegmark, 2017).

d. Establish Clear Guidelines for Data Privacy and Ethics

Policies must ensure that AI systems adhere to strict data privacy standards. Schools must be required to implement transparent data collection and processing practices to protect students’ personal information.

Recommendation: Develop a National AI Data Protection Policy, which aligns with global data privacy regulations such as the GDPR, to regulate the ethical use of AI in schools (Boyd & Crawford, 2012).

e. Promote Equity in AI Implementation

Policies must ensure that AI technologies are accessible to all students, particularly those in marginalized communities. To achieve this, the government should prioritize inclusive technologies and ensure that marginalized students have access to the digital tools they need.

Recommendation: Implement a National AI Equity Fund to ensure that AI-based educational resources are available to students in rural areas, low-income families, and marginalized communities (Binns, 2020).

The growing incorporation of AI in K-12 education in Bangladesh presents great opportunity for improving learning, exploring education equity, and preparing students for the future. But to fulfil this potential demands a multifaceted, policy-driven strategy to reshape the digital infrastructure, train teachers, reform the curriculum, provide data privacy and equity. Bangladesh can build an education system that is AI-enabled, inclusive, equitable, and responsive to the needs of all learners in its diverse education system by adopting the suggestions made above.

Future Directions

The active evolution of Artificial Intelligence (AI) and digital technologies is creating a new educational dynamic globally. In terms of the general education system of Bangladesh, especially with respect to the newly emerging K–12 system, there’s an unprecedented opportunity to harness the potential of AI by enabling curriculum innovations, equitable access, while also leading a shift in pedagogical practices. Based on existing advancements and research, a few strategic future steps can be identified that could lead to a meaningful

integration of AI in education.

From Digital Access to Intelligent Learning

Bangladesh’s digital education strategy has been largely centred on access providing devices and internet connectivity and digital content. But the future is beyond access. The next step will be about intelligent learning systems, where AI will interpret student learning behaviour and tailor the learning content to each student.

A curriculum framework driven by AI data can pinpoint progress accurately, offering tailored pathways (Amiri, Islam, and Hossen, 2025). Making this shift from simple content delivery to dynamic, AI-driven pedagogy will vastly increase learner engagement and retention.

Table 3: Comparison of Traditional and AI-Enhanced Learning Outcomes

*Adapted from Amiri et al. (2025); Author Compilation.

The data in Table 3 suggests a trend where AI-powered models drastically reduce dropout rates and enhance personalization, critical factors for Bangladesh’s national curriculum reforms.

AI for Educational Equity

The potential of AI to reduce systemic disparities in education is profound. In Bangladesh, where gender, socio-economic, and geographic inequalities persist, AI can ensure contextual content adaptation, language localization, and individualized pacing for learners across diverse regions.

Future strategies may include AI algorithms that automatically translate or localize curriculum materials based on students’ linguistic backgrounds. Moreover, machine learning models can be trained to detect early signs of dropout risks or absenteeism trends, prompting early intervention in underserved communities (Holmes et al., 2022).

Crucially, as Amiri et al. (2025) emphasize, such tools must be accompanied by inclusive policy frameworks to prevent further marginalization of underrepresented groups through algorithmic bias.

Ethical and Governance Frameworks for AI in Education

The future integration of AI in Bangladesh’s education system must be governed by robust ethical frameworks. This includes the responsible use of learner data, algorithmic transparency, and bias mitigation.

A national AI governance policy for education should be developed in alignment with global standards (UNESCO, 2021), ensuring ethical AI design and deployment. Future strategies must also involve students, parents, and educators in co-creating AI systems, thus building trust and acceptance.

Moreover, AI systems need to be regularly audited to prevent discriminatory outcomes, especially in automated assessment systems. As researchers have cautioned, without regulatory oversight, AI may unintentionally reinforce socio-economic disparities (Williamson & Eynon, 2020).

Teacher Augmentation and AI Literacy

As AI becomes increasingly embedded in the education system, the role of teachers will shift toward facilitators, mentors, and digital learning designers. This transition necessitates large-scale, future-focused teacher professional development programs.

These programs must equip educators with:

• AI literacy and technical knowledge.
• Skills to interpret learning analytics.
• Ethical understanding of AI in classroom settings.

Amiri et al. (2025) propose that the next-generation teacher training framework in Bangladesh include AI simulation labs and digital pedagogical tools. Such platforms would provide experiential learning for teachers, preparing them to work alongside intelligent systems.

Curriculum Reform for AI Integration

Curriculum reform is essential to ensure students are not just consumers of technology but also critical thinkers, creators, and ethical users of AI. Future directions must embed AI education from an early age, especially within the STEM curriculum.

The reformed national curriculum can include:

• Basic AI and coding literacy in primary levels.
• Data ethics and algorithmic thinking in secondary levels.
• Hands-on projects using AI tools at the higher secondary level.

A curriculum inclusive of digital citizenship, algorithmic justice, and interdisciplinary thinking will prepare students for future societal and workforce demands (Zawacki-Richter et al., 2019).

Crisis-Resilient Education Using AI

AI can facilitate resilient learning systems that can overcome disruptions, whether due to climate change or a public health crisis. Similarly, in some remote or disaster-affected areas of Bangladesh, where there might be a lack of access to internet/wifi, these AI-powered platforms can even provide customized offline learning modules, voice-based content and AI-enabled assessments and guidance to teachers. AI will aid policymakers in re-evaluating strategies on a rolling basis by modelling student progress and content coverage in disaster zones, enabling continued learning. AI will also assist mental health, as it will be able to monitor stress levels by sentiment analysis and will be able to push for help when required (Woolf, 2020).

Policy-Driven Research and Innovation Ecosystem

This proves that policy-driven research funding and innovation ecosystems must be devised to ensure the full potential of education to be realised through the application of AI in Bangladesh. Building localized AI tools and open educational resources, which should reflect the cultural and linguistic diversity of Bangladesh, will require public-private-academic collaborations.

Amiri et al. (2025) support the establishment of Educational AI Research Centres, affiliated to teacher training colleges and curriculum development boards, to lower barriers to contextual innovation.

Digital is the future of education in Bangladesh and it must be intelligent inclusive and ethical to this end, multi-stakeholder approaches that combine curriculum reform, teacher capacity-building, ethical AI governance, and localized innovation will be needed for future directions.

Unlocking AI’s full potential takes vision, investment, and a human-centric approach to design. As Bangladesh develops its national K–12 curriculum system, the nature of AI’s integration whether strategic and responsible or not will impact not only the quality of learning but the equity of opportunity for our next generation.

CONCLUSION

Amidst a significant shift in its education landscape with the nationwide rollout of a K–12 curriculum, the strategic integration of Artificial Intelligence (AI) and Educational Technology (EdTech) stands out as a powerful lever for catalysing a smart, inclusive, and future-ready education framework in Bangladesh. In this article we have explored the multiple roles of AI and EdTech in curriculum change that responds to stubborn educational problems and contributes to maximally personalized, equitable, and efficient learning ecosystems.

The research highlights that AI and EdTech are not simply tools to digitize content, but enablers of systemic transformation. By leveraging intelligent tutoring systems, predictive analytics, adaptive learning platforms, and AI-enhanced assessments, students in Bangladesh can receive personalized instruction that aligns with their individual learning needs, styles, and pace. Such personalization is all the more critical in a land that is endowed with linguistic diversity, plagued with regional disparities, and characterized by socio-economic inequalities. With the aid of AI, the K–12 system can create more equitable, learner-cantered spaces by eliminating achievement gaps and increasing areas of accessibility.

Additionally, AI can be leveraged in curriculum-designing and policy-formulating to iteratively refine course outlines, meet international benchmarks and imbue 21st century skills like digital literacy, problem solving, creativity and ethical thinking in curricula. It can give birth to a local but globally competitive curriculum. AI can enable intelligent curriculum mapping and real-time feedback loops that help educators and policymakers identify gaps in curriculum and address the changing needs of both students and society.

Another critical idea presented across this research is teacher empowerment. AI does not replace teachers, but it becomes a partner. When embedded thoughtfully, AI can assist teachers in lesson planning, classroom management, formative assessment, and differentiated instruction. But to unlock this potential, strong teacher training programs are critical. It is imperative to develop AI literacy across the educator community, ensure that they are involved as co-designers of EdTech tools, and grow a growth mindset toward techno-optimism for lasting transformation in education.

Key trends that continue to shape the strongest possible future for AI in education include ethical governance, data privacy, and inclusivity. In the absence of intentional policies that protect against algorithmic bias, safeguard student data, and ensure transparency, the risks of reinforcing existing inequities are great. So, a national AI-dependent, educational curriculum reform needs to be guided by a corresponding AI-in-education framework that matches global principles to growing local needs.

All this research has thus emphasised the necessity for joint collaboration of the government, education sector, private sector and civil society towards the development of an innovation ecosystem for EdTech in Bangladesh. With coordinated investment in an overhauling of the infrastructure, research and capacity-building, it is possible for Bangladesh to break away from traditional means of instruction towards a smart education system.

Acknowledging it all, AI and EdTech can be the future of learning in Bangladesh if we can fine-tune it for our own purpose. Amid the rollout of its K–12 curriculum, a strategic and inclusive vision for AI integration will be vital if the country is to foster a generation of empowered, adaptable, and digitally savvy learners.

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