Synthesizing sociological dimensions into engineering programs: challenges for the sociology teachers in Bangladesh

Abstract

This qualitative study examines the challenges and opportunities faced by sociology teachers in engineering universities in Bangladesh, focusing on the integration of sociology courses into engineering programs. Interviews with 13 faculty members reveal institutional constraints, including faculty shortages, awkward questioning from engineering department heads, perceived less social prestige alongside student-related barriers such as skepticism about sociology's relevance, perceptions of engineering disciplines' technical superiority, etc. These factors underscore the cultural and disciplinary divergences within the educational realm. While current teaching methods are acknowledged, they are deemed inadequate. The study proposes a proactive approach, leveraging principles from Social Construction of Technology, Actor-Network Theory, and Agential Realism to bridge the gap between engineering and social sciences. Recommendations include addressing curriculum deficiencies, raising awareness of sociology's importance, employing innovative teaching methods, and fostering interdisciplinary understanding. By adopting these measures, sociology educators can navigate barriers effectively, enriching educational experiences within Bangladeshi engineering universities and beyond.