Educational Barriers and Institutional Support for Rural Development in Bangladesh: Evidence from Multiple Stakeholder Perspectives

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.