The researcher employed a qualitative methodology. The qualitative method denotes a strategy employed to address enquiries regarding experience, meaning, and perspective, typically from the participant's viewpoint. Consequently, this study gathered students' impressions of EdTech through interviews and an analysis of pertinent literature, including articles and books. The aim was to assess the possibilities of certain EdTech utilised by a cohort of students. Research questions were examined utilising diverse methodologies, including semi­structured interviews, the researchers' pedagogical experience with EdTech, and pertinent literature. The data gathered from these tools were critically analysed to reveal substantial conclusions. The objective was to enhance professional practice and provide an ideal learning environment for undergraduate literature students.

Six open­ended queries were developed by the researcher. The purpose of these enquiries was to solicit the opinions and perspectives of students who were randomly selected from the English Department at Northern University of Bangladesh. The candidates were selected through a physical survey. Despite the fact that the interview questions were posed in English, the respondents were permitted to articulate their opinions in Bangla, their native language... This was done to guarantee that they could openly express their thoughts without any language barriers. The interviewees were divided into masculine and female groups for the sake of convenience. Subsequently, the researchers utilised their personal experiences with digital tools that they had acquired during their years of teaching to compile data from pertinent literature in order to comprehend the research observations of others. This investigation endeavours to impartially record their experiences with educational technology (EdTech) and its influence on their engagement with their lessons.

The study integrated primary and secondary data. Primary data consisted of the respondents' perspectives and the researcher's personal experience with the integration of EdTech in the classroom, while secondary data was obtained from pertinent articles and books. In order to guarantee the respondents' comfort, a written interview was implemented in lieu of an auditory recording, as the students expressed a preference for writing over speaking. The interview was comprised of six reflective and open­ended enquiries, without any probing questions (see Table 1). The research's arguments were deftly reinforced by the expert integration of primary and secondary data.

Data was collected through interviews and the examination of articles and books for the project. The researcher conducted interviews with eight individuals, employing identical queries to ascertain their perspectives on EdTech, in order to guarantee objectivity. A balanced perspective was developed by the researcher through the analysis of pertinent literature. To filter the findings, personal experiences were taken into account, as what is appropriate in one context may not be in another. This was accomplished by interpreting each data source in order to generate objective results, as objectivity is indicative of intersubjectivity.

The researcher analysed the interview data using recurring themes to determine the effectiveness of incorporating digital learning tools and platforms into the learning environment in order to investigate students' experiences. The thematic approach is a critical component of the majority of qualitative data analyses, as it entails the categorisation of data to identify common themes that are beneficial in the development of an impartial conclusion. In order to acquire a comprehensive comprehension, this investigation assessed the perspectives of other researchers in pertinent literature. The researcher's experience in online instruction was a significant factor in the analysis of the primary and secondary data. The research endeavoured to accurately identify the main findings by meticulously analysing these multifaceted outcomes.

The efficacy of utilising EdTech to enhance students' engagement and interest in the study of English poetry in a higher education setting in Bangladesh was assessed in this study. As a result, the researchers sought to produce pragmatic findings that would address the research concerns. Recurring themes in the data were used to identify empirical findings. To ensure the validity of the findings, the study also examined the feedback provided by the respondents for consistency by identifying common responses. In this manner, the investigation established a robust basis for its conclusions and recommended actions. The two research queries of the article are addressed by the findings. Major themes are summarised in Table 2. According to the data collected from respondents, the integration of EdTech into poetry courses was highly effective, as it provided accessible platforms and multi­sensory resources that were widely appreciated. ) Additionally, online resources such as educational websites and YouTube videos were beneficial in promoting self­paced learning and fostering students' self­accountability and skills. The researcher's experience incorporating EdTech into his teaching was found to be beneficial in that it facilitated rather than taught, thereby freeing up class time for group discussions. This was achieved by delivering the materials in the WhatsApp group prior to the physical class. Audiovisual materials were particularly effective in the instruction of evocative poems that stimulate all five senses, with a particular emphasis on sight and hearing. Additionally, EdTech provided students with the opportunity to maintain a connection with their teachers and course materials, thereby reducing their alienation from their studies during the COVID­19 pandemic and other natural disasters such as floods during the rainy season and storms in the summer, as well as political issues such as strikes and blockades in Bangladesh. In general, EdTech was beneficial in fostering active participation, motivation, and engagement in teachings. One of the female respondents who were second­year pupils stated:

The study found that students utilized WhatsApp groups and Facebook to stay updated with teachers' guides and uploaded course materials. Course instructors' uploaded course materials such as YouTube videos, website links, and their own recorded lectures and handouts on WhatsApp and Facebook Groups helped keep the students in touch with the lessons and enable them to complete regular assignments. Facebook served as a common platform for interacting with teachers, peers, and others, whereas WhatsApp was frequently used for study engagement due to its private nature. Chatting on both platforms developed their writing skills regarding diction and syntax. According to the students, YouTube, for its audiovisual feature, is effective in learning poetry. Audiovisuals of poems were beneficial for them in achieving accurate pronunciation, correct spelling, and enriching vocabulary. Improved skills encouraged students to be more active and engaged. Thus, the audiovisual strategy lessened their dullness in poetry lessons. When the subject matter is effectively integrated with suitable instructional tools, it can motivate learners since there is a mutual connection between the content and technological tools used in the teaching and learning process. Students believed that Google Dictionary functions as a scaffolder to assist in comprehending the meanings of words, similar to an EdTech. Verse lines are typically composed of words that are both symbolic and high­sounding. Poets communicate their thoughts, ideas, and experiences through language, which is why vocabulary is a critical component of comprehension. So, it is crucial to possess a comprehensive understanding of the meanings of words from various perspectives in order to ensure precise communication through the enchantment of words. In this instance, Google Dictionary proved to be a beneficial source due to its versatility. Initially, it enabled immediate access to the intended meaning in the shortest possible time. Secondly, it provided a variety of meanings and forms for a single term. Thirdly, it provided a brief explanation of the origin of a word. Ultimately, Google Dictionary emerged as an indispensable digital learning instrument for the study of poetry. One of the male respondents, who was a first­year student, stated:

Some of the poems in the Introduction to Poetry and Romantic Poetry course were replete with picturesque narratives. The majority of interviewees indicated that certain poems were about the layouts of rural churches. It is somewhat significant to be aware of the setting of poems in order to achieve a correct reading. They encountered a communication divide between the intended meaning of the verse lines and their thinking as non­ Christian students. Consequently, they utilised Google Images to observe the exterior and interior designs of various Christian pastoral churches, thereby enhancing their engagement with the subject matter and their level of study. One of the respondents acknowledges:

The vivid descriptions in certain poems depict the natural landscape of England; some non­native students were unfamiliar with the local surroundings. They mitigated such cultural disparities by utilising Google Images. Ultimately, they could readily comprehend and accurately associate European nature with local contexts. The poem "I Wandered Lonely as a Cloud," by Wordsworth, is part of the English Department's first­year syllabus. It addresses daffodils, the National Flower of Wales, which are not found in Bangladesh. Furthermore, one poem in the English Department's second­year syllabus, authored by John Keats and entitled "The Grecian Urn," initially presented a barrier for pupils to completely comprehend. The poem was a response to the artefacts of ancient Greece and the poet's observations at the British Museum. However, when the pupils were shown a graphical depiction of the Grecian Urn, they promptly comprehended the importance of the reference. This facilitated their engagement with the lyrical material in a more pleasurable approach, averting the lecture from getting tedious and challenging to comprehend. Numerous websites, like SparkNotes, CliffsNotes, and GradeSaver, provide an extensive array of English literature resources. It facilitated students' access to digital texts, summaries, topics, analyses, and rhetorical devices of poems. Websites served as supplementary resources for classroom interaction on the same issues. Creating handwritten notes for the final examination and examining a poem provided by websites proved to be really beneficial for students. When students examine various interpretations of a particular poetry, they might formulate their own perspectives, as current interpretations inspire new insights. Students experienced significant engagement with the lessons, which was essential for literature students, particularly for those studying poetry. A male participant stated:

As Although EdTech is seen positively, students also have unfavourable sentiments, reflecting the dual influence of technology. This research identified that the lack of high­speed Wi­Fi connectivity and energy are two obstacles hindering the usefulness of EdTech in enhancing student participation in poetry lessons. In Bangladesh, mobile internet serves as an alternative for students facing economic challenges with Wi­Fi, as access to Wi­Fi can be difficult for those from low­income backgrounds. Despite a decrease in the price of Wi­Fi connections over time, they remain somewhat expensive. Female students encountered a distinct obstacle: while seeking study materials on YouTube, erotic content surfaced on the homepage, which is deemed disgraceful in a religious society that regards such material as detrimental to one's character and ethics, irrespective of its prohibition. Nonetheless, EdTech has proficiently enhanced students' talents with its multi­sensory capabilities. Certain YouTube vlogs concentrate on issues from the English Department syllabus, specifically to engage students from the National University of Bangladesh, thereby augmenting their subject knowledge. Moreover, Facebook sites focused on English literature, managed by students from several colleges associated with the National University of Bangladesh, offer stimulating information to inspire students and promote engagement in class discussions. Digital technologies and platforms have significantly contributed to the establishment of a student­ centered learning environment. Instructional scaffolding enhances communication among students, educators, and instructional content. In summary, the integration of EdTech improved effective study engagement. The research indicated that educators employing EdTech saw advantages in fostering student interest. Facebook and WhatsApp facilitated the dissemination of lesson materials and instructions to students through multimedia, including PowerPoint presentations, digital links, infographics, and audiovisual content. Facilitators may distribute diverse links to resources prior to the commencement of in­person classes utilising digital learning tools. Pre­delivered materials increased students' foundational comprehension of the subjects, so equipping them for class debates and discourse. This interactive setting rendered the poetry lecture both pleasurable and intelligible. The syllabus included several poetry that illustrated moral dilemmas. Although literature does not ascertain any definitive fact, it promotes reconsideration and creative assessment. Digital resources provide an essential platform for students to acquire novel arguments and participate in discussions on the ethical quandaries central to esteemed literary works. Through social engagement, learners can interrogate and formulate new information. EdTech can serve as a competent facilitator for social interaction, enabling learners to achieve their maximum learning potential with guidance within their zone of proximal development. Consequently, EdTech is crucial in maintaining student engagement and facilitating knowledge connectivity, acting as a framework that enables learners to interact with their prior experiences. The poetry class employed a pedagogical method centred on student empowerment. This empowerment allows learners to assume responsibility for their education, a method referred to as student­centered learning (SCL), which has been demonstrated to enhance student engagement.

A compilation of poems has been visually enhanced with photographs, featuring poets from several literary movements who draw inspiration from nature. Romantic poetry is renowned for its vivid depiction of nature. Cultural disparities exist in the themes and contexts of poetry, and educators have encountered difficulties in elucidating vivid expressions through verbal narration. Research indicates that utilising a PowerPoint presentation helps mitigate this challenge by stimulating students' cognitive imagination through visual imagery. Google Images serves as a helpful resource for facilitators seeking to integrate visual aids into their lectures. This this study discovered that certain poems elicit auditory sensations. A facilitator can utilise YouTube to provide videos of poems accompanied by background sounds that align with the auditory images, fostering an emotional connection to the content. Emotional and cognitive engagement is essential at this phase of creativity, and video serves as an effective medium to engage, inform, and entertain learners. Despite the vast volume of video content, with 300 hours added to YouTube every minute, the medium's capacity to engage viewers emotionally and cognitively can enhance the memorability and durability of learning.

During crises, such as the COVID­19 pandemic, EdTech has proven indispensable for online education. Educational institutions in Bangladesh had prolonged closures, exacerbated by natural catastrophes and political strife, which hindered in­person lessons; digital tools and platforms proved beneficial for maintaining academic engagement. The COVID­19 pandemic has provided an opportunity to utilise online learning, allowing English literature educators and students to recognise the effectiveness of EdTech in promoting interactive learning. Integrating digital learning tools both within and beyond the classroom cultivates an atmosphere that enhances student engagement and instructor efficacy. When students have easy access to instructional resources, activities, and opportunities for engagement, they inherently become more committed to their study. The advancement of EdTech has provided novel methodologies for teaching and learning that motivate and enable both instructors and students.

EdTech has profoundly influenced the tertiary education process by offering accessible instructional resources and handy functionalities. Digital learning tools and platforms have impacted the educational endeavours of both students and educators. Poetry is a creative form that is prominent in both English literature and global literature. Numerous educators encounter difficulties in instructing poetry, while pupils frequently struggle to comprehend both the surface and profound meanings of poems through conventional methods. This study effort has determined that instructional methods for teaching poetry can mitigate these challenges, and educational technology can effectively engage students in productive poetry classes. In the twenty­first century, a teacher has evolved into a facilitator of sustainable learning. This study revealed that, in addition to subject expertise, a facilitator must possess the requisite skills and techniques for delivering lessons effectively, utilising accessible and student­friendly technological media, and providing appropriate online materials to ensure that students find the lessons engaging and comprehensible. The perspectives of respondents and pertinent literature suggest that the equitable characteristics of technology tools enhance engagement in the learning process, while the accessibility of nonhuman educational resources facilitates a more profound comprehension of courses. Employing technology in literary instruction provides a considerable benefit by acting as an educational instrument, enhancing academic discourse, creating instructional materials and activities, and optimising students' learning results through comprehensive content knowledge. Ultimately, pupils can acquire an extensive understanding of poetry teachings, resulting in enjoyment and enduring education. Educators and learners have reacted favourably to the incorporation of educational technology into their learning experiences. Despite some small negative opinions, the overall perception was positive owing to the efficacy and contextual relevance of EdTech. The literature review and discussion sections have demonstrated how accessible and preferred EdTech can augment student participation in multiple ways, and this research further substantiates the idea that it enhances the learning process. Students have demonstrated enthusiasm for digital learning tools and platforms, acknowledging their potential benefits both within and beyond the classroom.

The incorporation of EdTech facilitated the establishment of a student­centered learning environment that enhances participation and eradicates monotony in the study of poetry. Utilising online and multimedia techniques in literary education can foster increased student engagement and improved access to information, hence cultivating a favourable disposition towards learning among students. EdTech has facilitated more access to online resources and platforms, hence stimulating students' curiosity for learning and alleviating teachers' challenges in instruction. This sustainable pedagogical method guarantees complete student engagement and elevates aspirations for digital learning tools and platforms.

Classroom, Zoom, Teams, Moodle, Flipgrid, and others that are accessible through smartphones, as well as generative artificial intelligence (AI) tools like ChatGPT, Khahot, Bing Chat, Perplexity, Grammarly, Feedback AI, Question Well, Quiz AI, and Magic Schools. It's possible that teachers or students did not use these resources because they were unfamiliar with them. It is unknown why sophisticated digital learning tools and platforms for education were not used, and future research may be necessary to determine the exact causes. Finally, future research will think about using more than one institution to improve the findings' generalisability. Thus, it will be beneficial and profitable to broaden the scope of future research to include the contexts of several educational institutions.

The author declares no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.