Engineering education in Bangladesh is gradually shaped by the fourth industrial revolution in an interconnected world. Understanding how 4IR is redefining engineering education and the evolving societal expectations of engineers has become more critical than ever. For the first time in history, an industrial revolution is seamlessly integrating digital, physical and biological systems through advancements in artificial intelligence, the internet of things, robotics, cloud-computing and data analytics. As machines replicate human cognitive functions and automate tasks that once required human judgment, industries, economies and societies are undergoing profound transformations. Traditional job roles are disappearing and the nature of future employment remains uncertain. In this shifting landscape, technological literacy, entrepreneurial acumen, global thinking and innovative problem-solving are poised to become more valuable than conventional employment itself.
The classical definition of engineering 鈥� applying natural sciences, mathematics and customer requirements to create, operate and maintain systems that serve humanity 鈥� remains fundamentally valid. However, in the context of 4IR, this definition must expand to reflect the evolving nature of engineering practice. Engineering can now be redefined as the integration of natural sciences, mathematics, computational intelligence and interdisciplinary knowledge to design, develop, operate and evolve intelligent products, services and systems that address human needs in an increasingly automated and interconnected world. The nonlinear flow of knowledge between fundamental research and engineering applications, the highly interdisciplinary nature of new technologies and the impact of cyber-infrastructure demand new paradigms in engineering research and development. This era calls for T-shaped professionals 鈥� individuals with deep expertise in a specific discipline (the vertical bar) while also possessing broad interdisciplinary knowledge (the horizontal bar).
Globally, several models for engineering education exist, but three dominant systems shape engineering education: the American, British and Australian systems. A key question arises: which should universities in Bangladesh adopt in this transformative era? The American system emphasises breadth over depth, integrating a well-rounded curriculum. A typical engineering degree in this system requires 128-135 credit hours, distributed as follows: 32 credit hours in mathematics and science, 32 credit hours in humanities and social sciences, nine credit hours in engineering fundamentals, nine credit hours in free electives and six credit hours in business and communication. The remaining credit hours focus on the chosen engineering major. In contrast, the British and Australian systems prioritise depth, with most coursework centred around the engineering major, supplemented by technical subjects.
Bangladesh鈥檚 oldest and most prestigious engineering institution, the Bangladesh University of Engineering and Technology, initially structured its master鈥檚 programs based on the American credit hour system. In 1993, BUET adopted the American semester system for undergraduate programs. However, the current engineering education system in Bangladesh lacks emphasis on interdisciplinary courses and the development of adaptive skills and competencies 鈥� critical elements for thriving in the 4IR era. Addressing these gaps is essential to preparing future engineers for the challenges and opportunities of a rapidly evolving technological landscape.
Each of these three education systems employs its own quality assurance framework, which varies in several aspects. However, in an era of globalisation, these frameworks must converge toward a universal quality assurance system. A significant step in this direction is the Washington Accord, established in 1989, which facilitates the mutual recognition of accredited engineering degrees among signatory countries, ensuring they meet a shared standard of substantial equivalence.
Engineering education in Bangladesh has taken a critical step toward this global benchmark through the Board of Accreditation for Engineering and Technology, operating under the Institution of Engineers, Bangladesh. As a signatory of the Washington Accord, this organisation plays a crucial role in aligning local engineering programs with international standards. Its accreditation parameters will be instrumental in guiding universities to design curricula that emphasise active student engagement and modern learning methodologies, ensuring graduates are equipped for the demands of 4IR.
A key requirement of the Washington Accord is the adoption of outcome-based education, which emphasises measurable learning outcomes. This system鈥檚 curricula are designed around predefined program outcomes, while instructors set course outcomes for individual courses. Student attainment is assessed through small projects, open-ended projects, capstone projects, assignments, formative and summative evaluations, presentations and internships, providing benchmarks for curriculum effectiveness. By clearly defining learning objectives, outcome-based education fosters a student centred approach, ensuring graduates develop the skills needed to meet the evolving demands of the global engineering landscape. Continuous quality improvement through rubrics, self-assessments, peer reviews and real-world problem-solving is an integral part of outcome based education, enhancing employability by aligning with industry demands.
Unlike traditional methods, outcome based education prioritises what students achieve rather than how they learn, allowing flexibility in teaching approaches. To enhance engagement, it promotes student-centred methods such as flipped classrooms, problem-based learning, project-based learning, experiential learning and case studies, ensuring graduates acquire essential skills for the evolving engineering landscape.
We are living in an era of rapid transformation, where an increasingly interconnected global society is driven by the exponential growth of knowledge and technological advancements. These shifts are reshaping industries, services and daily life. While traditional industries depend on physical labour and capital investment, today鈥檚 economy is increasingly powered by knowledge-based industries that create value through innovation, intellectual capabilities and applied expertise.
To remain competitive, engineering education must evolve. Bangladesh risks falling behind in the global race for technological and economic progress without essential reforms. Equipping future engineers with strong domain-specific knowledge, interdisciplinary expertise and adaptive skills is crucial for cultivating the mindset needed to thrive in a knowledge-driven world. This transformation is essential for the nation鈥檚 sustainable growth and long-term development.
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M M Shahidul Hassan is a distinguished professor at the Eastern University and retired professor at the Bangladesh University of Engineering and Technology.
