ICTEduBangladesh

The data were collected through a structured online questionnaire distributed to university-level students across multiple institutions in Bangladesh between June and August 2025. The survey was hosted on Google Forms and shared via institutional email lists and student community groups. Participation was entirely voluntary and anonymous. Informed consent was obtained through an introductory statement on the survey form explaining the study's purpose, voluntary nature, and data handling practices. A total of 1000 valid responses were received. The questionnaire comprised items covering: (i) institutional characteristics: university type, school and college type, geographic location; (ii) academic profile : SSC and HSC ICT grades, current field of study (IT vs. non-IT); (iii) resource access : personal computer ownership, computer laboratory usage at school and college levels; (iv) curriculum opinions : five-point Likert-scale assessments of SSC and HSC ICT textbooks; (v) modern technology knowledge self-assessment across AI, machine learning, data science, cybersecurity, and blockchain (Low / Moderate / High); and (vi) overall curriculum rating on a 1–10 integer scale After preprocessing, sixteen key attributes related to ICT education effectiveness were selected for analysis. These attributes included university type, educational background (IT or non-IT), HSC passing year, HSC college type, college location, SSC passing year, SSC school type, computer ownership, SSC ICT grade, HSC ICT grade, school laboratory access, college laboratory access, school ICT book opinion, college ICT book opinion, modern technology knowledge level and overall curriculum rating本数据集于2025年6月至8月期间，通过结构化线上问卷向孟加拉国多所院校的高校学生收集所得。问卷依托谷歌表单（Google Forms）搭建，通过院校邮件列表与学生社群群组进行分发。本次调研全程自愿且匿名，受访者可通过问卷开篇的说明语句知悉本研究的目的、参与自愿性原则与数据处理规范，所有参与均视为已获得知情同意。本次调研共回收有效问卷1000份。 问卷题目覆盖六大维度：(i) 院校特征：院校类型、所属中学/学院类型与地理位置；(ii) 学业背景：中等教育证书（Secondary School Certificate, SSC）与高等中学证书（Higher Secondary Certificate, HSC）阶段的信息与通信技术（Information and Communications Technology, ICT）成绩、当前就读专业方向（信息技术类/非信息技术类）；(iii) 资源获取情况：个人计算机拥有情况、中学与学院阶段计算机实验室使用权限；(iv) 课程评价：针对SSC与HSC阶段ICT教材的李克特五点量表评分；(v) 现代技术知识自评：涵盖人工智能（Artificial Intelligence, AI）、机器学习（Machine Learning, ML）、数据科学（Data Science）、网络安全（Cybersecurity）与区块链（Blockchain）五大领域的自评水平（低/中/高）；(vi) 整体课程评分：采用1-10整数评分体系。 经数据预处理后，本研究选取与ICT教育效能相关的16项核心属性开展后续分析。所选属性包括：院校类型、教育背景（信息技术类/非信息技术类）、HSC毕业年份、HSC阶段就读学院类型、院校所在地、SSC毕业年份、SSC阶段就读学校类型、个人计算机拥有情况、SSC阶段ICT成绩、HSC阶段ICT成绩、中学阶段实验室使用权限、学院阶段实验室使用权限、中学阶段ICT教材评价、学院阶段ICT教材评价、现代技术知识自评水平与整体课程评分。