Virtual Learning Spaces and Equitable Access to Learning: Evidence from 10 Minute School in Bangladesh

This study contributes empirical evidence on how virtual learning spaces can promote educational accessibility and equity in Bangladesh through the case of 10 Minute School. It extends existing research by demonstrating that digital platforms can reduce geographical and financial barriers, foster learner participation, and create networked learning communities, while also revealing that digital divides, tiered access, and socioeconomic inequalities limit truly equitable participation. By integrating Connectivism Theory and the Capability Approach, the study offers a nuanced framework for understanding both the potential and limitations of digital learning platforms in developing-country contexts.