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BANGLADESH is at a crossroads. As the world braces for the seismic shifts brought on by the fourth industrial revolution, a question looms large: will our workforce be ready? The 4IR, driven by advancements in artificial intelligence, robotics, the internet of things, big data, blockchain, and biotechnology, is rapidly transforming industries, economies, and societies. In this global race, Bangladesh faces a critical challenge: ensuring its workforce is equipped with the skills needed for this new era. Failure to act could leave the country behind, struggling to catch up with the demands of the future.

For millions of Bangladeshis, the future looks uncertain. As automation, artificial intelligence and robotics change industries across the globe, the question is not whether jobs will disappear, but which ones will remain — and who will be prepared to fill them? The reality is that routine jobs, particularly in low-skilled, labour-intensive industries, are rapidly being replaced by machines. Meanwhile, the jobs of tomorrow remain unpredictable. Bangladesh, a country still largely dominated by traditional industries, must act now to prepare for a future where these industries might no longer be able to provide the jobs they once did.

In Bangladesh, the economic landscape is still dominated by conventional business, agriculture, and service sectors, which rely heavily on low-skilled workers. These industries provide a livelihood for millions, but the global economy is changing, and so are the skills required to thrive in it. Sadly, there is a noticeable lack of proactive initiatives to integrate advanced technologies and reskill the workforce. Opportunities for training in emerging fields such as artificial intelligence, internet of things, biotechnology and robotics remain scarce. This inertia poses a significant risk to the nation’s economic future.

Without strategic initiatives to prepare the workforce for the digital economy, Bangladesh risks falling behind in the global race for economic advancement and sustainable development. If we do not act now, we will be left watching from the sidelines as other nations embrace the future. Business leaders, policymakers, economists, and technology experts must collaborate to develop strategies that address the challenges and opportunities presented by the 4IR. Equipping university graduates with 4IR skills and knowledge is essential for navigating an increasingly complex job market.

The role of universities in this transformation cannot be overstated. Our higher education system needs to evolve to meet the demands of the future. It is no longer sufficient to rely on traditional curricula that focus solely on technical knowledge. Universities must also equip students with adaptive skills — skills that will allow them to thrive in a world of constant change. Emotional intelligence, flexibility, problem-solving, creativity, critical thinking, innovation, empathy, conflict resolution, and entrepreneurship are just a few examples of the competencies that students need to develop to succeed in the future. This integration of soft skills with emerging technologies is vital for preparing students for the dynamic and uncertain future shaped by the 4IR.

The current state of our universities is not encouraging. Most public and private institutions continue to rely on outdated teaching methods, with lectures focused primarily on rote learning. The conventional ‘chalk and talk’ teaching method, inherited from centuries-old traditions, makes students passive learners and disengaged from the subject matter. In a rapidly changing world, such methods are increasingly ineffective. We need a fundamental redesign of curricula and teaching methodologies to make them relevant to the needs of the future.

Understanding basic cognitive processes can help educators engage students more effectively. For instance, when students receive information through visual or auditory channels without paying attention, it may fade before reaching short-term memory. Educators can enhance attention by posing thought-provoking questions and fostering emotional engagement, which sparks curiosity. Additionally, reinforcing prior knowledge and balancing sensory input can aid in better retention and understanding. Sensory memory, which retains information for only milliseconds to a few seconds, benefits from a combination of visual, auditory, and kinaesthetic methods. However, excessive input in fast-paced lectures can overwhelm sensory memory, making it challenging to prioritise essential information. Breaking content into smaller, manageable parts — known as chunking — can improve comprehension and retention.

Traditional teaching methods may suit theoretical knowledge, but they are insufficient for skill development. To adapt to the demands of the 4IR, we must embrace alternative approaches to learning. Flipped classrooms, problem-based learning, project-based learning, experiential learning, and case-based learning promote active participation, collaboration, and the development of adaptive skills. These methods help students engage more deeply with the material and prepare them for the complex challenges of the modern world.

The flipped classroom model, for example, reverses traditional teaching by having students study instructional content before class and engage in collaborative activities during class time. This approach fosters teamwork, communication, and peer learning, enhancing self-awareness, empathy, creativity, problem-solving, and interpersonal skills — key components of emotional intelligence. While widely used in engineering, business administration, and health sciences, it is less common in the arts and humanities.

Problem-based learning focuses on the problem-solving process, while project-based learning centres on creating a product or achieving a specific outcome through a project. Both methods foster creativity, resilience, and problem-solving skills. PBL is common in medical and health sciences, engineering, business, and social sciences while PjBL is often used in creative fields like fine arts, graphic design, and film production. These approaches are less prevalent in mathematics, natural sciences, music, and language learning, which highlights the need for greater integration of these methods across all disciplines.

Experiential learning involves learning through direct experience, such as internships, fieldwork, simulations, and other hands-on activities. It helps students develop emotional intelligence, creativity, empathy, and problem-solving skills. Business, engineering, healthcare, and arts programmes prioritise experiential learning, but fields like culinary arts and hospitality management offer even more extensive hands-on training through internships.Ìý

Case-based learning, inquiry-based learning, and discovery learning engage students with real-life scenarios, helping them develop adaptive skills. CBL, widely used in law, business, and medicine, encourages students to analyse and solve complex problems, fostering critical skills like problem formulation, creativity, and empathy.

The 4IR demands ‘T-shaped’ professionals — those with broad knowledge across various fields (the horizontal bar of ‘T’) and deep expertise in one area (the vertical bar of ‘T’). This model, promoted by educators like John Dewey and Paulo Freire, contrasts with the traditional education system introduced by René Descartes, which divides knowledge into separate subjects and ignores their interconnectedness. The need for a more holistic approach to learning is urgent, especially in a world where problems cannot be solved through isolated knowledge but require an understanding of the connections between disciplines.

Bangladesh’s higher education system urgently needs reform to prepare graduates for the increasingly competitive job markets, both domestically and internationally. This reform requires a balanced approach that aligns with the country’s cultural values while addressing students’ evolving expectations. The adoption of the ‘T-model’ for curriculum design, along with alternative teaching approaches, is crucial for enhancing higher education outcomes and ensuring that future generations are equipped to thrive in a rapidly changing world.

The clock is ticking. If we do not act now, Bangladesh risks being left behind in the global race for economic prosperity and technological advancement. It is time for universities, businesses, and policymakers to come together and ensure that our workforce is prepared for the challenges and opportunities of the 4IR.Ìý

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MM Shahidul Hassan is a distinguished professor at the Eastern University.