Higher Education In Bangladesh Research Articles

Bridging the Skills Gap Through Education Supply Chain to Meet Industry Requirements

In Bangladesh, a persistent mismatch exists between the skills fresh graduates possess and the competencies demanded by employers. This gap affects graduate employability and hampers economic growth. This article explores how key components— Program Curriculum Development (PCD), Instructor Portfolio Management (IPM), University Culture and Networking Platform (UCN), and University Facilities (UF)—can collectively address this issue. By integrating these elements into the educational supply chain, universities can produce skilled graduates who are better equipped to meet industry needs. The proposed framework offers a comprehensive approach to align academic outputs with labor market demands. The study highlights the importance of adapting curricula, engaging industry professionals in teaching, fostering strong university-industry connections, and investing in modern facilities to close the skills gap. This holistic approach ensures that graduates are employable, contributing to national development and societal betterment. The article concludes by emphasizing the need for further research on technological advancements and policy reforms to enhance higher education in Bangladesh.

Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills

This study explores undergraduate students’ perspectives of experiencing tutorial-based dialogic feedback (DF) aimed at enhancing their academic writing skills required for successful completion of English for Academic Purposes (EAP) writing courses. To achieve this aim, an interview-based qualitative study was conducted in a renowned institution of higher education in Bangladesh. The generated data were analysed using an inductive thematic analysis approach, which yielded the findings of this study. The key findings suggest that DF has possible significant prospects to be employed in EAP writing courses working alongside written corrective feedback (WCF). DF helps students better comprehend and effectively apply WCF in both the revised and final drafts of their assignments, potentially resulting in enhanced academic writing. The successful implementation of the DF framework, as proposed by Yang and Carless (2013), may ultimately lead to improvements in academic writing skills. Consequently, this study contributes South Asian evidence-based research to the existing body of knowledge on the pedagogical use of DF.

Test Anxiety Among STEM Students: The Case of Higher Education in Bangladesh

Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and STEM students' academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects., including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students' academic performance.

Undergraduate Students’ Readiness Toward English Medium Instruction In Higher Studies In Bangladesh: A Comparison Of Possibilities Of Public And Private Universities’ Internationalization

Assessing students’ readiness for English Medium Instruction (EMI) is crucial for understanding the efficacy of EMI as a pathway to internationalization in non-native English-speaking higher education contexts. This study investigates undergraduate students’ readiness for EMI in higher education in Bangladesh, compares the preparedness of students of public and private universities. The objective is to assess how readiness—defined by perceived ability, engagement, attitudes toward EMI, and perceived challenges—varies across different academic years and institutional types. Using a cross-sectional correlational design, data were collected from 267 undergraduate students from public and private universities through a structured survey questionnaire. Key variables included perceived ability to succeed in EMI (PASE), attitude towards EMI and internationalization (ATEI), learning engagement of students in EMI (LESE), and perceived challenges of facing EMI (PCFE). Independent samples t-tests, one-way ANOVA, and multiple regression analyses were employed. Results showed no significant differences in EMI readiness across the four academic years, meaning that progression in readiness is limited despite increased exposure to EMI. The t-test revealed significant differences only in perceived challenges (PCFE) between public and private universities, with private university students reporting higher challenges. Regression analysis indicated that PASE, ATEI, and PCFE significantly predicted LESE, with ATEI having the strongest impact on learning engagement. These findings suggest that sustained exposure to EMI alone may be insufficient to enhance readiness, especially without institutional language support and resources. Therefore, universities must take care of the strategic goals of internationalization in higher education.

The policies and practices of technical and vocational education and training pathways into higher education in Bangladesh: lessons from Australia

ABSTRACT By examining Bangladesh’s educational policies and practices, this paper investigates the transition from technical vocational education and training (TVET) to HE (HE). This study specifically focuses on two areas: how TVET graduates’ access to HE looks like in Bangladesh and what role HE institutions can play in boosting TVET graduates’ engagement in HE in Bangladesh by taking a cue from the Australian TVET system. Based on Marginson’s ‘high participation systems’ theory, it focuses on how TVET courses can lead to HE and how universities can facilitate TVET diploma holders’ access to bachelor’s degrees in their fields of study in Bangladesh. The qualitative content analysis of policy documents served as the foundation for this paper. This paper aims to advance our understanding of how structural obstacles (elitism) affect pathways from TVET to HE and how international ‘best practices’ can be localized in the Bangladeshi context.

Transforming the Landscape of Higher Education in Bangladesh: Teachers’ Perspectives on Implementing Outcome-Based Education (OBE)

The landscape of higher education in Bangladesh has notably transitioned from a traditional teacher-centered model to a student-centered approach that emphasizes achieving specific outcomes. This study examines the significant effort to implement an Outcome-Based Education (OBE) curriculum at the tertiary level in Bangladesh. Using qualitative methods, the research explores the perspectives of four Bangladeshi teachers on the integration of OBE, particularly in light of the curriculum policies established by the Bangladesh Accreditation Council (BAC). Data were collected through semi-structured interviews and classroom observations, then categorized, coded, and analyzed for themes. The findings reveal that teachers have both positive and negative views on the adoption of OBE in their classrooms. Positive outcomes include enhanced ability to design and refine instructional materials and establish learning objectives that meet students' needs and goals. Teachers also noted that OBE principles facilitate active engagement in learning and teaching processes, adaptable to various classroom settings. To successfully shift from a teacher-centered to a student-centered approach, the study suggests that teachers need to focus on creating interactive classrooms, selecting relevant materials, setting clear learning objectives, fully understanding OBE concepts, and implementing these through pair and group activities.

Students’ Perception of the Effects of Integrating EdTech in Teaching English Poetry in Higher Education in Bangladesh

Students’ Perception of the Effects of Integrating EdTech in Teaching English Poetry in Higher Education in Bangladesh

The Way of Kaizen: Implementation of Kaizen Philosophy in Quality Assurance in Bangladeshi Higher Education

Quality assurance in higher education is a pressing global concern, with particular challenges in implementation and maintenance evident in developing nations like Bangladesh. This study addresses the multifaceted challenges facing higher education in Bangladesh, including financial, political, cultural, bureaucratic, and governmental obstacles. Through a focused examination, this research proposes a methodology for continuously developing higher educational institutions, emphasizing the trouble-free sustainability of changes. By shifting from current inefficient policies to a task-oriented approach rooted in the kaizen philosophy, this study aims to enhance the outcomes of higher education institutions in Bangladesh. Embedding the kaizen concept within quality assurance initiatives holds promise for elevating Bangladesh’s standing in the global education landscape. By embracing kaizen principles, higher education institutions in Bangladesh can incrementally overcome challenges and enhance educational quality, thereby contributing to sustainable development objectives and positioning Bangladesh as a leader in global education.

Challenges and Adaptation Strategies of Students with Disabilities in Higher Education in Bangladesh

Education is a fundamental human right to which every human should have access. However, in Bangladesh, people with disabilities continue to be denied access to education in a variety of ways; even with the widespread expansion of higher education, they have limited access to it. Also, those who have crossed various barriers and got admission to different higher education institutions face various challenges, including infrastructural barriers and other academic and administrative problems that affect their chances of growing up as average students. Considering this aspect, this article is intended to determine the challenges faced by students with disabilities and their adaptation strategies in higher education in Bangladesh. It applied a mixed-method approach in which quantitative and qualitative data were collected from four leading public universities in Bangladesh. The results indicate that students with disabilities still face a variety of challenges on their campuses. However, to overcome these challenges, they apply adaptive strategies such as using assistive devices, bilingual books, and the help of friends, which are not favorable enough for them to cope with the situation and continue their studies.

Academic Supervision in Higher Education: The Case of Government Colleges in Bangladesh

Academic supervision is considered an important mechanism to improve the performance of an educational institution. This article aims to investigate the situation of academic supervision in Bangladeshi Government Colleges (GCs).The article, in particular, explores the impacts of academic supervision on Bangladeshi students and teachers in developing their competencies and confidence in postsecondary educational settings. The study was conducted employing thequalitative research method and collecting data from in-depth interviews, secondary published literature, such as books, journal articles etc. The study finds that effective academic supervision considerably helps students achieve their learning progress as well as teachers attain their professionalization in the GCs of Bangladesh. Various challenges exist in higher education in Bangladesh, which include the lack of resources, limited use of educational tools and technology, policy problems, lack of sufficient training and scope of research for teachers, and so on. This article has made several recommendations for improving academic supervision to enhance quality education in the Bangladeshi GCs. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 97-128

A critical reflection on the University of Dhaka in Educational Research: An Editorial

The University of Dhaka was founded in 1921, marking the beginning of modern higher education in Bangladesh. The decision to build the University of Dhaka in Bangladesh was made as restitution for the 1905 partition of Bengal being declared invalid. The Special Issue honours the 100th anniversary of the University of Dhaka and the 50th anniversary of Bangladesh’s independence. As the pinnacle of academic quality, the university offers opportunities for researchers, professionals, and scholars to participate in theoretical debates, carry out empirical study, and contribute nationally and worldwide to share this pride. The Institute of Education and Research (IER) publishes a special edition of Teacher’s World on this occasion. This special issue examines the University of Dhaka’s contribution to Bangladeshi research and education. Five sub-themes are offered for the articles written by various academics and researchers. Father of the Nation’s Philosophy, Educational Development in Independent Bangladesh, Dhaka University’s Role in Education Reform, Educational Research and Dhaka University, and Trends and Emerging Issues in Education are among the sub-themes. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.1-6

Digitalization of higher education to achieve sustainability: Investigating students’ attitudes toward digitalization in Bangladesh

This study examines university students’ attitudes toward digitalizing higher education in Bangladesh. The objectives of the study are to examine the nature and the subjective causes of the student's attitudes and to examine the influence of gender, prior exposure to digitalization, and socio-economic background on the attitudes. This study uses the ABC Model of Attitudes and the Digital Divide Theory to prepare a questionnaire and analyze the data. A semi-structured interview questionnaire was developed based on the ABC Model of Attitudes to collect data from 32 interviewees. The interviewees from three public universities in Bangladesh were selected using random purposive sampling. Students from every socio-economic, gender, and level of digital experience category were selected to ensure heterogeneity of the sampling. The interview transcripts were analyzed using NVivo in conjugation with pen-and-paper thematic analysis. Data triangulation in the form of data analysis and data analyst triangulation was done to ensure the credibility and reliability of the research. The findings from the data analysis show that most of the students hold positive attitudes toward the digitalization of education. However, the gap in students’ access to digital facilities causes differences in students' attitudes. Students with digital accessibility generally hold positive attitudes. On the contrary, students who don't have access to digital facilities hold negative attitudes towards the digitalization of education, although they perceive the digitalization of education as essential and timely. In addition, the findings also confirm that gender, prior exposure to digitalization, and socio-economic background influence students’ attitudes significantly.

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement.
 The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue.
 The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment.
 Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication.

Many fields have been affected by COVID-19, including education. The pandemic has prompted a change in education due to the requirement for social distancing. Campuses are now closed in many educational institutions across the globe, and teaching and learning are now conducted online. Internationalization has significantly slowed down. A mixed-method study was designed for this research, with the goal of ascertaining the impact of COVID-19 on Bangladeshi students enrolled in higher education during and after the pandemic. A questionnaire with 19 questions on a Google form was used to collect quantitative data using a 4-point Likert scale and was conducted on 100 students from different universities in the southern part of Bangladesh, such as Barisal University, Patuakhali Science and Technology University, and Bangabandhu Sheikh Mujibur Rahman Science and Technology University. For collecting qualitative data, six quasi-interviews were conducted. A statistical package for Social Science (SPSS) was used to analyze both quantitative and qualitative data. The quantitative results demonstrated that during the COVID-19 pandemic, pupils continuously received teaching and learning. The current study's findings revealed a significant positive correlation between the COVID-19 pandemic and teaching, learning, and student achievement and a significant negative correlation between the COVID-19 pandemic and student goals. The study also revealed that the COVID-19 pandemic had a detrimental effect on students enrolled in higher education programs at the universities. The qualitative judgment showed that students faced many problems when joining classes, such as poor Internet connection and insufficient network and technological facilities, etc. Some students live in rural areas and have slow Internet speeds, which sometimes prevented them from joining class. The findings of the study can help policy makers in higher education to review and adopt a new policy in higher education in Bangladesh. It can also help education instructors in universities to develop a proper study plan for their students.

Video-based Material Development during COVID-19 and its Impact on Learners: A Critical Perspective

This paper seeks to explore the impact of video lectures on the students of the Department of English of a Bangladeshi private university during the world pandemic, COVID-19. Using various online resources, especially YouTube videos, website links, e-texts, and journal articles, to make a classroom vibrant, interesting, engaging, and entertaining and to disseminate the best possible knowledge among students was the common trend in the classrooms of the English Department of Daffodil International University (DIU) before the pandemic. However, using teacher-developed materials in the classroom was not a regular phenomenon in the culture of higher education in Bangladesh, particularly in the Department of English at DIU. This paper will explore what kind of positive motivation this shift brought to get the students more engaged in the classroom during the worldwide crisis. It will also discuss whether the teacher-made video lectures helped students understand the topic(s) better. This study intends to address these issues besides inspecting the general pros and cons of using such materials in a tertiary classroom. The data were collected through close-ended and open-ended questionnaires from the selected students and analyzed using qualitative and quantitative research methods. The researchers hypothesized that teacher-made video lectures were more effective given that students’ and instructors’ similar stress and intonation, pronunciation, and cultural experiences which helped learners comprehend the lesson topics in comparison with materials prepared commercially. This paper also highlights the students' expectations and satisfaction, particularly related to the video lectures made by teachers compared to those taken from popular online resources.

Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges

The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empirical study, this article discusses the challenges of teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. It also identifies good practices to overcome those challenges. An online survey was conducted to collect data from university teachers throughout the country. Findings from this study show that it was a great challenge for most universities to adopt online teaching and learning models at the beginning of the pandemic. Many factors, such as preparedness, limited resources including financial means, low digital literacy, internet connectivity and suitable physical and virtual infrastructure affected this transition. However, the findings also show that the COVID-19 pandemic created new opportunities for educators and practitioners to explore various professional development activities by trying out different digital pedagogies through practice and reflection. This article also highlights the immediate effect and long-term impact on teaching and learning regarding preparedness for future approaches to education in emergencies.

Higher Education Reformation through Teacher Education: A Case Study in Bangladesh Perspective

<i>Teacher education is one of the key strategies to enhance higher education quality and transform from traditional education to 21<sup>st</sup>-century-oriented higher education in Bangladesh. This paper evaluates the experiences of the Post Graduate Diploma in Higher Education Teaching (PGDHET) program gained through the journey toward developing a higher education teacher professional development program and implementing it. This six-month-long program, titled Post Graduate Diploma in Higher Education Teaching (PGDHET), was launched by the Bangladesh University of Professionals (BUP). The key themes and elements of this teacher education program were academic program and curriculum, teaching-learning in higher education, professional practices in higher education, the well-being of students, ICT in higher education, assessment, research, and supervision in higher education. It offered a focused pathway for quality assurance activities, which is crucial in reinforcing and strengthening a culture of quality teaching-learning in Bangladeshi universities. A comprehensive, rational approach was adopted for developing this paper. Both authors were involved in the development of this program, so their voices were considered a valuable source of data. Their journal entries and conversations with various stakeholders were the primary data collection methods, whereas an intensive review of 86 higher education teaching-learning program programs offered by 80 universities on six continents around the world was supportive of understanding the global trends in tertiary teacher education programs. The analysis revealed that developing such a comprehensive program for tertiary teacher development was not an easy task, as many issues and complexities were involved, like the duration, vision and mission, design, and assessment guidelines during the development phases. The challenges were multifaceted and multidimensional, such as fitting the program content to be applicable across the teaching disciplines and ensuring its suitability for those teaching in face-to-face, flexible, and online learning environments.</i>

Disruptive Factors in Implementing Outcome-Based Education Curriculum at Tertiary Business Education: A Focus on Institutional Readiness

Higher education in Bangladesh has undergone a rigorous transformation from traditional teacher-centred education into a student-centred outcome-based educational system. Implementing an outcome-based education curriculum at the tertiary level is a great challenge in Bangladesh. This study aims to determine the impact of key disruptive factors on institutional readiness to adopt the OBE curriculum at the tertiary level of business education in Bangladesh with reference to the OBE curriculum policies of the Bangladesh accreditation council. A quantitative study was conducted to investigate the research objective. Quantitative data were collected by distributing questionnaires to the sampled faculty members from different private universities in Bangladesh. A closed-ended questionnaire was used to obtain respondents’ views on the impact of the OBE curriculum structure and design, institutional factors, and faculty members’ personal factors on the university’s readiness to adopt the OBE curriculum. Pearson’s correlation and multiple regression analyses were performed to evaluate the impact of disruptive factors in implementing the OBE curriculum on institutional readiness. The OBE curriculum structure, design factors, and faculty members’ personal factors were significantly related to institutional readiness to adopt the OBE curriculum. However, institutional factors have opposite signs. Although the authors identified key challenges in implementing the OBE curriculum in Bangladesh, institutional factors need to be investigated in the future. This study was conducted on a limited sample of 120 business faculty teachers; hence, the results may not be equally significant in other faculties/disciplines. The findings of this study have demonstrated that institutional readiness to adopt the OBE curriculum successfully requires continued development in the field of OBE curriculum structure and design, as well as faculty members’ personal factors.

A Critical Investigation of the Status of English at the Tertiary Level Education in Bangladesh

The status of English as a medium of instruction in higher education in Bangladesh has always been a contentious issue since public universities move back and forth for continuing with English as a medium of instruction or not. On the other hand, the introduction of private universities in Bangladesh complicated the issue even more. The medium of instruction in private universities in Bangladesh is invariably English, while public universities do promote English in all their official activities, and the teachers of public universities use both Bangla and English in their class lectures, leading to the questions of what is hindering them from promoting English and how are they confronting this challenge? In order to investigate these problems, this paper attempts to initiate the debate on the status of English in public and private universities at the tertiary level.

Online Assessment Practices of English Language Teachers and Students in Higher Education in Bangladesh: Challenges and Choices

Online education appeared to be effective among stakeholders worldwide following the closure of educational institutions due to the COVID-19 pandemic. Though the technology used for online education has hardly been explored to such a massive extent earlier, stakeholders soon self-educated themselves in new technological skills. However, challenges became more complex when the issues of assessment arose. Maintaining the validity, reliability, fairness, and academic integrity in online-based assessment became an insurmountable task; again, there was a pressing need for endorsing resilience and empathy for the assessors and assesses, especially for those who faced discrimination due to COVID-19. This study draws on the findings of a nationwide survey of online programmes offered by Bangladeshi private universities during the late 2020. They reveal the locally adopted methods and supports for assessing learners online, identify several challenges of online assessment, including the use of assessment methods, inadequate assessment-related support, fairness, and reliability, and ensuring accessibility to the assesses. It also reveals the stakeholders' choices to deal with the challenges in assessment, including flexibility, designing questions, and adopting process approach among others. Resilience and empathy for the stakeholders towards each other were required to successfully deal with the challenges of an online assessment.