Students Built 108 Websites in Two Weeks in Bangladesh

The Kishoreganj Breakthrough and Global Workshop Impact

In July, an extraordinary display of technical ambition unfolded when students across two separate campuses in Kishoreganj, Bangladesh, managed to build 108 fully functional websites within a span of just two weeks, as reported in the official Students Built 108 Websites in Two Weeks in Bangladesh report. This intensive series of workshops emerged directly from structured global educational initiatives designed to bring practical tech skills to developing regions.

The Kishoreganj workshop series was locally organized by Muhibul Haque, who successfully coordinated the implementation of WordPress Campus Connect across two distinct educational institutions spaced two weeks apart. During the first session at Kishoreganj University, participating students built 38 working sites. Momentum surged during the second event at Kishoreganj Polytechnic Institute—where guest speaker Shipon Karmakar traveled more than 80 kilometers to attend—with students constructing nearly 70 additional sites. Official success stories compiled for the initiative highlight more than 150 active student participants so far, with plans extending to two additional institutions.

These local achievements connect directly to broader international frameworks like WordPress Campus Connect, which delivers free, hands-on training sessions to schools and universities through networks of local volunteers utilizing a standardized, shared curriculum. For students aiming to build a professional WordPress website in 10 steps, such workshops provide invaluable real-world scaffolding and mentorship that standard classroom settings rarely offer.

Complementing Campus Connect is the WordPress Credits program, which takes experiential learning a step further by placing students into mentored internships. Through this structured initiative, participants contribute directly to the core development of WordPress itself while earning official academic credit for their completed work. According to program metrics published in the July update, Credits surpassed 226 total graduates, growing from 199 graduates in June, and currently collaborates with 38 partner educational institutions spanning 16 countries globally.

Overcoming Obstacles: Workshops Without Power and Global Adaptations

Global educational initiatives frequently encounter severe logistical hurdles, forcing organizers to drastically adapt their methodologies to fit challenging environments. A striking example of this occurred in eastern Uganda at Bulamogi College Gadumire, a facility on the Campus Connect list. The workshop materialized because Mariam Nairuba, a former student, directly asked organizer Moses Ssebunya at a Kaliro event to bring the program to her alma mater. Mariam handled the administrative arrangements herself, guiding the team to the school on July 29. Upon arrival, the team and the school’s Director of Studies discovered a critical obstacle: there was no electricity at the facility.

Despite the complete absence of power, the workshop ran anyway for more than 100 learners. None of these students paid to participate, and the vast majority had never built a website before in their lives. This resourcefulness highlights how foundational digital literacy training can bypass infrastructure deficits when local champions drive the initiative.

In sharp contrast to off-grid environments, technical projects in Western Europe leverage advanced digital infrastructure. For instance, a workshop in Spain took a completely different technological route to achieve similar empowerment goals. Josep Morán ran two intensive four-hour sessions for 100 vocational students at Escola Pia Sta. Anna in Mataró. Instead of basic static page building, these students utilized Playground environments and advanced AI assistance. One student successfully built a working plugin that calculates the best time for shore fishing directly within the city.

These contrasting environments—from powerless rural classrooms in Uganda to AI-assisted labs in Spain—demonstrate the universal adaptability of modern web development curricula. When comparing these regional adaptations, the core takeaways for participants remain consistent across borders.

Following these diverse global sessions, students and faculty consistently pointed to the same two primary takeaways: the official certificate they received upon completion, and the immediate realization that these acquired skills map directly onto jobs that exist locally. As detailed in the comprehensive Students Built 108 Websites in Two Weeks in Bangladesh report, bridging the gap between raw technological potential and regional economic opportunity requires scalable, adaptable frameworks. Whether utilizing cutting-edge automation or relying on sheer determination without electricity, these global adaptations prove that practical digital skills are universally transferrable for the upcoming career landscape of 2026.