Distance Education Policy and Practice in Higher Education: A Comparative Analysis on Bangladesh and Türkiye

Arslan K., Islam S.

10th International Students Science Congress, İzmir, Türkiye, 14 - 16 Mayıs 2026, ss.240-248, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Doi Numarası: 10.52460/issc.2026.026
  • Basıldığı Şehir: İzmir
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.240-248
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

This integrative comparative review examines how distance education (DE) policy is formulated, regulated, and enacted in higher education systems in Bangladesh and Türkiye between 2010 and 2025. Drawing on policy documents, regulatory frameworks, and empirical research, the study applies andragogy, Transactional Distance Theory, the Cognitive Theory of Multimedia Learning (CTML), and digital inequality perspectives to analyze the policy–practice relationship. The findings reveal a structural contrast: Türkiye operates within a centralized and mature governance ecosystem led by YÖK and YÖKAK, where distance and blended education are fully institutionalized and quality-assured; Bangladesh, by contrast, demonstrates a multi-actor and fragmented structure involving BOU, UGC, BAC, and ministry directives, resulting in uneven institutional capacity and coordination. Across both contexts, policy ambition has expanded significantly, particularly after COVID-19, yet pedagogical transformation remains partial. Regulatory frameworks in both countries emphasize structure, compliance, and technological deployment more than interaction quality, learner autonomy, and cognitively informed instructional design. Consequently, transactional distance often remains high despite expanded LMS and multimedia use. Furthermore, digital inequality continues to mediate learner outcomes. The review concludes that effective distance education depends not merely on regulatory maturity, but on the alignment of governance, instructional design capacity, learner support systems, and equity-focused resource allocation.


Keywords: distance education policy; higher education; Bangladesh; Türkiye; digital inequality