Exploring Communication Barriers in the Teaching-Learning Process at Khulna University: A Qualitative Study of Students' and Teachers' Perceptions

The primary objective of this study is explored and understand the communication barriers in the teaching-learning process at Khulna University. The study employs a qualitative research design aimed at exploring the communication barriers in the teaching-learning process at Khulna University. Purposive sampling is employed to select participants who can provide meaningful information regarding the research topic. Data will be collected using semi-structured interviews and focus group discussions (FGDs). The collected data will be analyzed using thematic analysis, which involves identifying, coding, and categorizing patterns and themes that emerge from the participants' responses. The study found Language barriers, particularly the varying levels of language proficiency among students, significantly affect both teaching and learning in academic environments, hindering comprehension and communication. Similarly, technological challenges such as inconsistent access to digital resources and platforms, along with varying levels of proficiency, create obstacles for both teachers and students in effectively navigating remote learning and online interactions. This study is significant as it addresses the critical issue of communication barriers in the teaching-learning process at Khulna University, with implications for both educational practice and policy.

• Supervision