Transforming engineering education in Bangladesh

Embracing necessary changes
During the Second Industrial Revolution (1870-1914), engineering education began to be introduced in universities worldwide. Since then, it has continually evolved in response to societal shifts, with universities consistently updating their academic frameworks to stay aligned with technological advancements. This global progression highlights the adaptability of higher education institutions (HEIs) to meet the demands of an ever-changing world.
In stark contrast, engineering education in Bangladesh has lagged behind, particularly when compared to other Asian universities that have proactively updated their curricula and teaching practices to meet the evolving needs of their societies. Many of our university faculty appear disconnected from global trends in education, demonstrating limited awareness of the urgent need for reforms to align with the demands of the Fourth Industrial Revolution (4IR). As a result, Bangladesh risks falling further behind in this critical area. The time for change is now.
In the era of the 4IR, the economic growth, prosperity, and security of all nations, including those with limited resources, increasingly rely on technological advancements, innovation, and discoveries. As a result, engineers have emerged as key drivers of progress, playing a pivotal role in shaping the future of society. This era presents vast opportunities for engineers to contribute not only to a nation’s economic growth but also to their own personal and professional well-being. To fully harness these opportunities, engineering education must be transformed, equipping young engineers with the skills and innovative mindset needed to thrive in both local and global markets.
Before initiating any paradigm shift in engineering education in Bangladesh, we must first fully grasp the implications of the 4IR and the societal changes it is driving, and will continue to drive in the future. However, for the transformation to be sustainable, it must be carried out within the cultural context of Bangladesh. Culture forms the foundation of society, and its essence should not be overlooked in the pursuit of progress.
The 4IR is distinct for its fusion of digital, physical, and biological systems, transforming industries, economies, and societies. It blurs the lines between traditional sectors, creating a more interconnected and efficient economic landscape. In industry, smart factories driven by AI and IoT enable machines to communicate, self-monitor, and optimise in
real-time. Advanced robotics and 3D printing further enhance automation and localised production. As routine jobs disappear, predicting future roles becomes increasingly difficult. The challenge for engineering education, is preparing students for an unpredictable future. This demands new curricula, teaching pedagogies, and continuous adaptation to stay relevant.
The shift from analysis to synthesis is now becoming essential in engineering education. Moving “from analysis to synthesis” means transitioning from understanding and dissecting existing systems (analysis) to designing and creating new systems (synthesis). The traditional reductionist approach which focuses on breaking down complex systems into simpler parts, contrasts with synthesis, which integrates various elements and disciplines to create functional solutions, taking a holistic view of how different components interact within a system. This shift calls for a new kind of professional – the “T-shaped” individual – who combines broad knowledge across multiple areas (the horizontal bar of the “T”) with deep expertise in one specific field (the vertical bar of the “T”). These professionals must not only have specialised knowledge but also be able to collaborate across fields and adapt to diverse challenges. The field of engineering education has now evolved to become interdisciplinary. Traditional education, with its focus on specific skills, is no longer sufficient for an unpredictable future. Instead, adaptive competencies like emotional intelligence, creativity, problem formulation, empathy, and resilience are crucial. These are not easily taught through lectures or tests but require experiential learning and self-awareness. Lifelong learning must also be ingrained. To cultivate such professionals, education must shift from a “skills-first” to a “process-first” mindset, prioritising critical thinking and adaptability to help students succeed in the dynamic 4IR landscape. This demands changes in curricula, teaching methods, and the academic environment.
Our current undergraduate engineering curriculum is rooted in a Cartesian perspective, which assumes that the features of complex systems exist independently of the observer, can be inferred from “objective” empirical data, and are best understood by analysing their constituent parts. However, the technologies of the 4IR are defined by complexity, uncertainty, and ambiguity. As mentioned, complex systems can only be fully understood by considering the whole, not just their individual components. These systems are often chaotic-where small changes in input can lead to significant changes in output, or multiple outputs can stem from a single input. Moreover, certain aspects of these systems are subjective, resisting objective description. In response to these realities, many prominent engineering education scholars are advocating for a “holistic undergraduate curriculum” that aligns with the complexity, ambiguity, and uncertainty of 4IR technologies. This new approach requires a shift in student focus, from simply solving problems to formulating them, and from avoiding chaos in search of order to embracing ambiguity as an essential part of the learning process.
Over the 53 years since Bangladesh’s independence, the changes in the education system have barely kept pace with society’s demands. While the shift from using slide rules to handheld calculators in the late 1970s, followed by the introduction of personal computers (PCs) by 1988, did enhance scientific calculations and research opportunities, simply adding modern courses like machine learning, artificial intelligence, data science, and nanotechnology to outdated curricula is far from sufficient. These adjustments only scratch the surface of the true transformation required. It is unacceptable for universities to prepare 21st-century students using 20th-century curricula in 19th-century classrooms. Society expects and deserves meaningful, transformative change.A significant concern surrounding the 4IR is its potential to accelerate “degenerative development” – a pattern of growth that harms the environment, depletes natural resources, and exacerbates inequality. The rise of digital technologies contributes to this through electronic waste, high energy consumption, and the extraction of finite resources. Data centers and digital infrastructure depend heavily on non-renewable energy, increasing carbon emissions. AI-driven agriculture and widespread digital use also pose risks to sustainability, biodiversity, and data privacy. Universities can help address these issues by promoting “regenerative development,” focused on restoring ecosystems, advancing equity, and ensuring sustainability. Teaching engineering students about sustainable design and ethical AI can prepare them to create responsible, forward-thinking solutions. The time has come for universities in Bangladesh to embrace a transformative approach to engineering education. By moving beyond traditional academic constraints and rethinking how engineers are trained, universities can develop a curriculum that not only educates but also empowers future engineers. Academics must recognise the importance of blending traditional teaching methods with innovative approaches, equipping engineers with the adaptive competencies to address real-world challenges. This shift will enable universities to produce engineers capable of adapting to ever-changing job demands and playing a vital role in shaping society.