One of Bangladesh’s greatest challenges is developing a strategic plan to navigate the rapidly evolving business landscape shaped by the unprecedented technological advancements of the fourth industrial revolution (4IR). For the first time in history, an industrial revolution is seamlessly integrating digital, physical, and biological systems through innovations in artificial intelligence (AI), the internet of things (IoT), robotics, cloud computing, and data analytics.
This transformation is reshaping industries, economies, and societies worldwide, as machines increasingly mimic human cognitive processes, automating tasks that once required human judgment. As a result, traditional jobs are disappearing, while future job roles remain uncertain. In this evolving landscape, entrepreneurial and innovative roles are expected to gain greater significance, surpassing conventional employment.
A defining feature of the 4IR is the increasing complexity of systems, necessitating a holistic, interdisciplinary approach rather than fragmented specialization. This era calls for T-shaped professionals -- individuals who possess deep expertise in a specific discipline (the vertical bar) while also having broad interdisciplinary knowledge (the horizontal bar).
To succeed in existing and future job markets -- and to create new opportunities -- graduates must develop essential skills such as emotional intelligence, adaptability, problem-solving, creativity, critical thinking, innovation, empathy, conflict resolution, and entrepreneurship. To effectively prepare students for the 4IR, these skills must be effectively embedded into curricula alongside emerging technologies. Universities must adapt accordingly to produce graduates capable of navigating the evolving challenges of the 4IR.
Despite the global shift, Bangladesh’s economy remains reliant on traditional low-skilled, labour-intensive industries, along with traditional business, agriculture, and service sectors. Without strategic interventions, the country risks lagging in economic progress and sustainable development.
Tackling these challenges necessitates collaboration among industry leaders, the government, technology experts, and economists to develop a comprehensive economic strategy. Education researchers can play a crucial role in this process by bridging the gap between the business community and higher education institutions, enabling universities to identify necessary changes in the higher education (HE) landscape.
At the same time, the Ministry of Education must formulate a strategic plan for HE in consultation with education researchers, industry stakeholders, and policymakers. If universities cultivate innovation in their graduates, they will not only thrive in dynamic job markets but also drive job creation.
Transforming HE requires fundamental changes to both curricula and teaching methodologies. Moving beyond the traditional Cartesian model of specialization is crucial, as is rethinking reliance on the traditional “chalk and duster” teaching method.
Research based on the information processing model of the human brain has shown that active learning leads to better outcomes. With nearly five decades of experience teaching at the undergraduate level, I believe educators must understand brain functionality, information processing, and educational research to make meaningful contributions to their field.
It is time to critically compare traditional education (TE) with the widely adopted outcome-based education (OBE) framework to determine which elements of TE should be retained and which aspects of OBE should be prioritized for the future.
Historically, undergraduate programs have been discipline-centred, structured around rigid academic silos, and primarily focused on theoretical knowledge. Faculty members design curricula with minimal input from industry stakeholders, resulting in slow curriculum updates that struggle to keep pace with technological advancements.
Slow curriculum updates make programs less responsive to technological and societal changes. Passive learning environment reduces students' ability to develop critical thinking, innovation, and problem-solving skills. The programs have emphasized theoretical knowledge over practical applications. Industry collaborations, internships, and hands-on learning experiences are often supplementary rather than integral to the curriculum.
Evaluation is based on periodic exams, quizzes, and assignments, often prioritizing rote memorization over analytical skills. Formative assessments and project-based learning are less emphasized. Learning is assessed through exams without necessarily ensuring students can apply their knowledge. The teaching approach is primarily instructor-led, focusing on knowledge transmission rather than interactive learning.
In a nutshell, TE is primarily content-driven, focusing on completing a predefined syllabus rather than achieving specific competencies. While this model has been historically effective, it lacks the flexibility and responsiveness required to meet the demands of modern industries and interdisciplinary challenges.
To thrive in the 4IR-driven world, HE must move beyond content-focused learning toward adaptability and lifelong learning. Many universities worldwide are adopting OBE -- a major shift from the traditional model. However, without strong commitment and deep understanding, the risk of failure is significant, as seen in several countries where premature implementation of OBE led to challenges.
OBE shifts the focus from measuring inputs (such as course content and instruction methods) to measuring outputs (student learning outcomes). Formative and summative assessments are used to evaluate whether students achieve specific competencies. Continuous improvement through rubrics, self-assessments, peer reviews, and real-world problem-solving is an integral part of OBE. It enhances employability by aligning with industry demands.
Under OBE, students are expected to engage in more complex tasks beyond memorization -- such as managing projects, analyzing data, and making decisions based on evidence. Graduates should leave universities fully prepared for the workforce, equipped with both technical and soft skills.
Universities in Bangladesh must redesign curricula to emphasize AI, machine learning, IoT, and soft skills. Teaching methods that promote active engagement -- such as problem-based learning, project-based learning, experiential learning, case-based learning, and flipped classrooms -- should be integrated. Course instructors should determine the most suitable approach for each course.
A prosperous Bangladesh can be envisioned if we develop a realistic economic and educational strategy aligned with 4IR. The time to act is now.
M M Shahidul Hassan is Distinguished Professor, Eastern University and Professor(retired), BUET.
