A, Readiness of Tertiary Level Educational System of Bangladesh to Cope with the Challenges of the Fourth Industrial Revolution

Abstract

The global landscape is changing rapidly due to technological advancements and their applications in every sphere of life. These changes have brought about a new revolution, known as the Fourth Industrial Revolution (4IR). Globally, the 4IR has created both challenges and opportunities. Developed countries have already undertaken various initiatives to address these challenges and capitalize on the opportunities presented by the 4IR. However, like many other developing countries, Bangladesh faces significant challenges, including the potential loss of thousands of jobs across different sectors. Therefore, developing the necessary skills to cope with these challenges has become increasingly important.

Considering this pressing issue, the present study aims to assess the readiness of Bangladesh’s tertiary-level education system for the 4IR. Rajshahi University was selected as the case study, and eight departments under five faculties were purposively selected. The syllabuses of these departments were reviewed to assess their readiness for the 4IR.

The study reveals several limitations in tertiary-level teaching and learning in Bangladesh in the era of modern information and communication technology (ICT). These include an acute shortage of ICT-enabled infrastructure, slow internet connectivity, inadequate laboratory facilities and equipment, insufficient research grants and scholarships, faculty members’ mindsets, a lack of professional development training for faculty members, and learners’ limited motivation to face emerging challenges. The existing campus political culture practised by both teachers and learners is also identified as a significant problem in higher education institutions (HEIs) in the country.

Despite these limitations, most faculty members demonstrate a willingness to cope with the challenges posed by the 4IR. To address these challenges and capitalize on emerging opportunities, the study offers several policy recommendations. These include developing ICT-enabled infrastructure, modernizing curricula to incorporate global developments, enhancing laboratory and research facilities, establishing a specialized training institute for professional development, introducing research visits for faculty members and researchers, strengthening linkages between government organizations and universities, promoting academia–industry collaboration, regularly organizing conferences and seminars, keeping HEIs free from politics, and ensuring safe and secure campuses for students.