Education continuously evolves in response to societal shifts, necessitating that schools and universities adapt their academic systems.
A history of education
Historical milestones such as the Agricultural Revolution and three Industrial Revolutions significantly transformed social and economic structures, reshaping not only the content and purpose of education but also its accessibility.
The Industrial Revolutions also transformed education, shifting its focus from agrarian life to literacy, basic science, and the practical skills needed for factory work. This demand for a skilled workforce led to the expansion of public education.
Significant changes in universities occurred during the Second Industrial Revolution, 1871–1956, as industries like steel, electricity, and oil drove advancements in science and technology. In response, universities introduced programs in basic and applied sciences, technology, and business administration to align with society’s evolving needs.
Despite these changes, universities largely maintained their self-perception as “Ivory Towers” of knowledge, more dedicated to intellectual exploration than to direct industrial application. Even though many of their researches played a key role in modernization and economic growth, societal demands for practical, employable skills intensified, particularly during the Third Industrial Revolution , 1957-2000.
The question, “What are universities for?” became central to the debates of the time. Following World War II, the elite Humboldtian university model (1810), characterized by isolation, began to fade. By the 1960s and 1970s, mass education became a key driver of university expansion, leading institutions to adapt to society’s growing needs by expanding curricula and emphasizing employable skills.
A ‘completely different’ era
Now, the world is witnessing an unimaginable era called the Fourth Industrial Revolution (4IR). The 4IR is “completely different” because it focuses on the fusion of digital, physical, and biological systems, fundamentally changing how industries, economies, and societies operate. It is blurring the lines between traditional industry and service sectors, creating a more interconnected, flexible, and efficient economic landscape.
In the industrial sector, smart factories are becoming the norm, where AI and IoT enhance production efficiency by enabling machines to communicate, self-monitor, and optimize operations in real-time. Robotics has become more advanced, allowing for greater automation of complex tasks, while 3D printing enables rapid prototyping and localized production, reducing costs and transportation needs.
Routine jobs are disappearing and predicting the specific jobs of the future is increasingly difficult due to rapid technological advancements and global interconnectedness. How do we plan for something we cannot predict? This is the challenge facing the education field today.
A special feature of this era is the significant shift in the labour market towards seeking “T-shaped” professionals, a concept that refers to individuals who possess both a breadth of knowledge across multiple areas and a deep specialization in one specific area.
What we need now is not just administrative reform, but a comprehensive transformation of the education system
In today’s rapidly changing and interconnected world, employees need not only deep expertise but also the ability to collaborate across fields and adapt to diverse challenges.
Traditional education, focused on specific skills, no longer prepares students for an unpredictable future. Instead, they need adaptive competencies like emotional intelligence, creativity, problem formulation, empathy, and resilience. These are not simple skills that can be taught through lectures or tests; they require experiential learning and personal awareness.
Education must shift from a “skills-first” to a “process-first” mindset, emphasizing critical thinking and adaptability to help students thrive in the dynamic landscape of the 4IR.
Unfortunately, higher education in Bangladesh has seen little change. Our universities have failed to keep pace with the demands of this new era. While some new programs have been introduced, most institutions remain anchored in the mindset of the past.
This stagnation is particularly glaring when compared to other Asian universities, which have adapted to the evolving needs of their societies. Many of our university faculty seem disconnected from global educational shifts and unaware of the urgent need to modernize teaching practices to align with the 4IR standards.
It is crucial to examine the reasons behind this lack of progress and take decisive action to ensure our universities are equipped for the challenges of today’s world.
Three major factors have contributed to this stagnation. The excessive involvement of university faculty in political party dynamics has become a significant obstacle. Too many educators are more focused on securing political favour for personal gain than on fulfilling their academic responsibilities.
There is a pervasive disconnect from global trends and cutting-edge research in education, leading to intellectual stagnation.
Since independence, Bangladesh has faced political instability, hindering society’s ability to demand meaningful change. Over time, universities have gradually lost their autonomy in decision-making and academic freedom. In short, detrimental influences have driven away the positive forces within the system.
What we need now is not just administrative reform, but a comprehensive transformation of the education system, grounded in accountability, to meet the challenges and opportunities of the 4IR. The time for change is now.
MM Shahidul Hassan is the Former Vice Chancellor, East West University and Professor, Bangladesh University of Engineering and Technology. Email: shahidul7371@gmail.com