https://repository.auw.edu.bd/handle/123456789/165 2026-06-09T23:47:53Z 2026-06-09T23:47:53Z Azizi, Bibi Lina https://repository.auw.edu.bd/handle/123456789/285 2026-02-18T06:11:21Z 2023-12-01T00:00:00Z

Educational Challenges Faced by Afghan Women Under Past and Current Taliban Regime in Afghanistan Azizi, Bibi Lina The educational challenges faced by women in Afghanistan are multifaceted and deeply rooted in social, cultural, and political factors. These challenges have persisted through historical contexts, including the Russian invasion in the 1980s and the subsequent Taliban regimes. The research aims to explore various types of educational challenges that Afghan women faced during the Taliban government. In that regard, I have to choose between two successive Taliban regimes the first Taliban regime and the second Taliban regime. The research technique involves both qualitative and quantitative methodologies, as well as the Grounded Theory approach. It contains primary data collected through in-depth interviews with open-ended questions, from 10 individuals from the previous Taliban administration, including educational leaders, educators, and women. In addition, 10 interviews were performed with current Taliban regime members who hold a Master of Arts in education. Secondary data was gathered from academic databases such as Google Scholar, ResearchGate, and other academic sources, which included reviewing and extracting material from secondary sources, published research, journals, and articles. Thematic analysis was utilized to find patterns and insights from the interviews. According to The findings of the in-depth interviews and grounded theory study results, 90% of Afghan women suffered cultural and social challenges during the current Taliban government. Women do not have the right to an education beyond the sixth grade in Afghanistan, according to the Taliban's new norms and regulations. Also, when the Taliban took power in Afghanistan, all women experienced multiple challenges, including financial issues. and excluded all women from their fundamental rights, all Afghan girls have faced various economic challenges, and they are unable to support their families. Not only that, but the Taliban also excludes Afghan women from jobs in international organizations, and 90% of women face a lack of work in the political process. Those girls who have jobs at NGOs or other national organizations face restrictions and punishment from the Taliban.

2023-12-01T00:00:00Z Noori, Mahroosa https://repository.auw.edu.bd/handle/123456789/180 2026-02-18T06:11:21Z 0012-01-01T00:00:00Z

Exploring Educational Challenges and Opportunities for Daughters of Sex Workers with Access to Education: A Case Study in Bangladesh Noori, Mahroosa In the complex landscape of social vulnerability, young girls born into sex worker families in Bangladesh emerge as a particularly vulnerable group grappling with restricted access and pursuit of education. This vulnerability persists despite the crucial role education plays in breaking the cycle of intergenerational involvement in the sex trade. Even among those fortunate enough to have access, these young girls confront numerous challenges that hinder their educational journey. This case study explores the educational challenges and opportunities for daughters of sex workers (DSWs) who have access to education in Bangladesh, aiming to provide a comprehensive understanding of the socio-educational landscape surrounding this marginalized group. The objectives encompass investigating specific hurdles in accessing and pursuing formal education, assessing existing opportunities for educational advancement, and proposing targeted interventions. The methodology involves a qualitative research design, employing in-depth interviews and thematic analysis. Centers that provide educational opportunities for DSWs in Dhaka and the Daulatdia brothel in the Rajbari District were strategically chosen for data collection. Ten participants, including girls from sex worker families and stakeholders, contribute to the rich narrative. Thematic analysis of interview transcripts using Microsoft Word reveals the complex interplay of economic challenges and societal stigma hindering education. The discussion emphasizes the need for inclusive approaches, financial support, awareness campaigns, and policy changes to address multifaceted challenges. Collaborative efforts involving NGOs, community stakeholders, and policy adjustments are proposed to create sustainable change. This research contributes insights for interventions and enhanced opportunities, highlighting the importance of a comprehensive and targeted approach to address the unique educational needs of daughters of sex workers in Bangladesh. The findings serve as a compelling call to action for systemic change and 7 increased support, recognizing the pivotal role education plays in empowering these young girls and disrupting the cycle of generational vulnerability.

0012-01-01T00:00:00Z Noori, Masoona https://repository.auw.edu.bd/handle/123456789/171 2026-02-18T06:11:21Z 2023-11-01T00:00:00Z

Banning Adolescent Girls from School in Afghanistan: Its Effects on Their Mental Health Noori, Masoona In August of 2021, the Taliban took over Afghanistan and implemented a policy prohibiting girls from attending lower and upper secondary schools. This action caused and continues to cause negative psychological and physical reactions in these adolescent girls. Employing a mixed methods approach that incorporates four distinct data collection strategies including survey, GHQ-12, interview, and FGD—this study investigates the mental health of adolescent girls in Afghanistan affected by the restrictions on attending schools. The bans impose a disruption in daily living that results in social isolation, difficulty with routines, and sleep difficulties. Post-ban, students experience a decline in mental health including feeling isolated, stressed, anxious, or depressed in addition to having concerns about the future. Economic hardship, limited access to mental health resources, false beliefs about mental health, cultural neglect, and a lack of emotional support are all contributing issues. There has not been progress in mental health even after two years. Students who have family support and access to home learning materials develop resilience. This study highlights the need for immediate intervention for these students and ongoing research to comprehend and enhance coping mechanisms.

2023-11-01T00:00:00Z Mirzaie, Zainab https://repository.auw.edu.bd/handle/123456789/170 2026-02-18T06:11:21Z 2023-08-01T00:00:00Z

An Investigation of Educational Technologies for Children with Down Syndrome Mirzaie, Zainab Educational technology provides a personalized and motivational learning environment for students with Down syndrome (DS). It supports and facilitates the teaching and learning process along with inclusive acceptance among society . Several prior studies have examined the use of educational technology in the form of applications, software, and tools as support for teaching DS students. However, the majority of these studies were carried out in various educational and social contexts, which is not the same as what exists in the context of Bangladesh, Afghanistan, or other underdeveloped countries where the use of educational technology at the school level has not been well-placed in practice. This research aimed to determine the teaching strategies used in a developing region with a sample size of 4 schools, 10 educators, and 4 principals in Chittagong- Bangladesh, to examine the use of technology and its impacts on the teaching and learning processes of DS students. A thematic analysis was accomplished to find out the tools, applications, and teaching strategies that can support and accelerate learning in DS children.It was found that computer-based learning through the use of interactive games, exercises, and self-paced learning supports learners with DS since it provides them with more personalized learning and includes visual, auditory, kinesthetic, and tactile modalities. Not only it improves the learning process but the teaching process as well. This research can act as guidance for educators and families of DS children. The learning methods and types of educational technologies discussed in this paper can help special educators get the support of those teaching strategies while at the same time helping DS students learn more effectively

2023-08-01T00:00:00Z