<b>Teachers’ and Students’ Perceptions of Using Multimedia in Social Studies Classroom at the Secondary Level in Bangladesh</b>

This study aims to explore teacher and student perceptions regarding multimedia use in Social Studies classrooms at the secondary level in Bangladesh. Using a qualitative research approach, data were collected through 16 interviews with teachers, 8 FGDs with students, and eight observations across eight schools, selected through purposive sampling. The study's findings showed that while teachers and students demonstrated positive attitudes towards multimedia, limited use in social sciences classrooms prevails due to a lack of knowledge, technical skills, inadequate training, and insufficient resources. Moreover, infrastructural challenges, including poor maintenance of multimedia tools and unreliable internet access, further hindered the effective implementation of multimedia in classrooms. The study suggests teachers need professional development programs, improved multimedia facilities, and a supportive school environment to overcome these challenges. By addressing these issues, multimedia integration in Social Studies could be significantly improved, leading to more engaging and effective teaching and learning experiences.本研究旨在探究孟加拉国中等教育阶段社会科（Social Studies）课堂中，师生对多媒体（multimedia）应用的认知与态度。本研究采用质性研究方法，通过目的性抽样选取8所学校，共计开展16场教师访谈、8场学生焦点小组讨论（Focus Group Discussions, FGDs）以及8次课堂观察，以此收集研究数据。研究结果显示，尽管师生对多媒体应用均持积极认可态度，但由于知识储备不足、技术技能欠缺、培训供给不足以及配套资源短缺，社会科课堂中多媒体的实际应用仍较为有限。此外，多媒体设备维护不善、网络接入不稳定等基础设施层面的挑战，进一步阻碍了多媒体在课堂中的有效落地。本研究建议，应为教师提供专业发展培训项目、完善多媒体设施并营造支持性校园环境，以克服上述各类挑战。若能妥善解决这些问题，社会科课堂的多媒体整合应用程度将得到显著提升，进而打造更具吸引力且高效的教与学体验。