The government is planning to introduce online classes on alternate days for students of all educational institutions – schools, colleges, and madrasas – except universities, in order to save electricity and fuel.

This step is being considered in the context of rising fuel prices in the international market and supply constraints caused by the Middle East conflict.

Officials from the Energy Division said electricity in the country is mainly generated from fuel oil, gas, and coal-based power plants. Due to the war, the energy prices in the global market have nearly doubled. In this situation, efforts to raise public awareness about conserving energy have not been very successful.

Infographic: TBS

So, the government is reviewing various measures to reduce energy consumption through executive orders, including introducing online classes in educational institutions and implementing work-from-home arrangements for government employees.

The final decision regarding blended learning in schools is expected today, said the officials. 

Concerns over learning, device access

However, teachers, guardians, and educationists have raised concerns. They argue that prioritising energy savings in schools over more electricity-intensive commercial sectors may weaken students’ academic progress and increase their dependence on mobile devices.

Despite the Ministry of Public Administration issuing 11 directives on 29 March – mandating morning office presence, air conditioner temperatures of 25°C or higher, and strict electricity and fuel savings – most government offices in the capital are ignoring them. 

Excessive energy use, such as wedding lighting, continues in the capital, while departmental vigilance teams have largely failed to enforce compliance.

A guardian from AG Church School said that in the context of the fuel crisis and disease outbreaks, online classes are understandable, but a continuous closure might be more effective than a fragmented schedule. 

“Children’s attention drops during online lessons, and they often engage in non-academic activities, as seen during Covid-19,” he noted.

A guardian from Wills Little Flower School highlighted device limitations in households with multiple children and the challenge for working parents to supervise online learning. 

He suggested that fuel-saving measures should first target commercial venues, offices, shopping malls, and private vehicle use before applying restrictions to schools. “Schools are shifting to online classes while business remains as usual everywhere – offices, shopping malls, and heavily illuminated community centers hosting weddings.”    

Teachers have expressed mixed reactions. One, requesting anonymity, admitted, “I have been teaching for a year. I don’t really know how to conduct online classes. This decision will create challenges.”

Rasheda K Chowdhury, former Caretaker Government Adviser and Executive Director, Campaign for Popular Education, said the initiative is positive but stressed alternative strategies. 

“Attention must be given to students without access to devices, especially children from working-class families. Schools could remain open with minimal electricity use while co-curricular activities continue,” she suggested.

Data from the National Survey on Children’s Education in Bangladesh 2021 show limited online participation during Covid-19: only 18.7% of children nationwide engaged in online classes, with rural participation at 15.9% and urban at 28.7%. 

Participation was lowest among primary students (13.1%) and highest among upper secondary students (23.7%), indicating that online education is less effective for younger children.

Some teachers, however, argue that online classes could provide an immediate solution during crises, with lessons learned from the pandemic helping to implement them more effectively.