Duster and Chalkboards turn into Digital Classrooms in the Chittagong Hill Tracts

In the remote Chittagong Hill Tracts, classrooms were once marked by routine. Lessons moved steadily through textbooks, with chalk and blackboard. Today, that experience is being reshaped by digital classrooms, bringing new energy into how students learn and engage.

For a region like CHT, where geography has impacted the access to quality education, digital classrooms became essential. They help bridge the divide between remote and urban schools, ensuring that students in the hill tracts have access to the same dynamic learning experiences. 

This is why around 570 multimedia classroom units have already been established in the CHT by the United Nations Development Programme (UNDP), with support from the government of Canada, signalling a significant step toward inclusive and equitable education. 

Using multimedia tools, teachers are now able to explain lessons through images, videos, and interactive content. Subjects like mathematics and science, once taught through static text, are becoming more visual and easier to grasp. Students are more attentive; participation is rising as learning has become more engaging.

However, the introduction of technology also comes up with certain critical gaps due to limited training and confidence among teachers. UNDP is working with the teachers to address the gap. As a part of that, a three-day “Training of Trainers” workshop was held in March 2026, and it had brought together 33 educators to become master trainers. 

The workshop focused on building practical skills like how to effectively use multimedia tools, integrate visual content into lessons, and apply AI-supported approaches to teaching. “Teaching becomes more effective when we integrate AI with textbooks,” said facilitator Mohammad Kabir Hossain. 

“Through this training, teachers learn how to use multimedia, images, and videos to make lessons more engaging and enjoyable, while improving communication with students.”

For participants, the shift was both necessary and timely. “As teachers, we must keep up with technology,” said master trainer Easmin Sultana. 

Reflecting on classroom impact, master trainer Jahirul Islam added, “Previously, we taught math, science, and other subjects using only textbooks. Now, with multimedia tools, like images and animated videos, students can understand and remember lessons better.”

These master trainers will now support other teachers across the region, ensuring that digital classrooms are actively used and sustained. When teachers are equipped with the right skills, technology becomes more than a tool; it becomes a pathway to improved learning outcomes.