Teacher Preparedness and Challenges in Implementing Play-Based Learning and Authentic Assessment in Urban vs. Semi-Rural Primary Schools of Khulna

Bangladesh has made notable progress in primary education in terms of enrollment and gender

parity; however, learning outcomes and pedagogical quality remain uneven (CAMPE, 2005;

Dhaka Tribune, 2016). Urban schools, particularly in district headquarters such as Khulna City,

often benefit from better infrastructure, trained teachers, and parental engagement. In contrast,

semi-rural schools frequently face resource shortages, larger class sizes, and limited access to

professional development opportunities (Khulna University Studies, 2017; EJournal Bale

Literasi, 2025).

Play-based learning, grounded in constructivist and developmental theories, supports cognitive,

socio-emotional, and creative skill development through active engagement (MDPI, 2022;

Magrid Education, 2025). Studies in similar contexts have demonstrated that children exposed to

play-based learning exhibit improved motivation, collaboration, problem-solving, and overall

academic engagement (Public Library of Science [PLOS], 2022b; Journal of Eastern African

Network for Scientific and Organizational Development, 2024). Likewise, authentic assessment

provides holistic insight into students’ learning trajectories, supporting teachers in adjusting

instruction and informing policy (Brightwheel, 2025; University of Connecticut, 2020).

However, evidence suggests disparities in pedagogical innovation adoption, particularly between

urban and semi-rural schools. Urban teachers may have access to workshops, digital resources,

and peer networks that facilitate implementation, whereas semi-rural teachers often rely on

limited school-based training and face logistical barriers to accessing professional development

(SAGE Publications, 2021; Independent University Bangladesh [IUB], 2025). The lack of

empirical studies examining teacher preparedness and implementation challenges in Khulna’s

primary schools highlights the need for systematic investigation to inform context-specific

interventions.

• Supervision