AI has become the number one cause of change in industries all over the world, be it in health, manufacturing, agriculture, or even financial services. Its transformative potential is huge, especially in education, as it empowers personalised learning, data-based insights, and the acquisition of critical skills demanded by the modern workforce. This inclusion of AI-based courses in university curricula is not only innovative but also highly essential for Bangladesh. Moving with the tide of time, Bangladeshi universities, especially private-sector ones, should seize the opportunity and get their students prepared with the competencies they will need in the AI-centric future.
GOVERNMENT-INDUSTRY SYMBIOSIS: The post-Sheikh Hasina interim government now envisages Smart Bangladesh as a fundamental promise to establish a digitally competitive economy. This is an ambitious plan that epitomises the realisation that integrating artificial intelligence skills into the workforce is no longer an option but a critical driver for future economic growth and innovation. Correspondingly, the Bangladeshi government has also emphasised the development of relevant skills on AI and encouraged active partnerships between industries and academia in keeping with international trends.
This collaboration between the academia and the industry provides students with excellent opportunities to apply AI in practice, through internships, hands-on projects, and so on. The partnerships introduce students to the latest AI technologies firsthand, enabling them to explore various applications in fields such as telecommunications and finance, among others. Drawing inspiration from successful models in India and Singapore—where the integration of AI ranges from research to governance to skill-building—Bangladesh is well-placed to understand how to nurture the AI economy.
CHALLENGES OF INTEGRATING AI IN BANGLADESHI EDUCATION: While promising, the road to AI-integrated education in Bangladesh is beset with daunting challenges.
Infrastructure and skilled faculty shortages: Most universities in Bangladesh, especially the public ones, lack high-performance computing infrastructure, data labs, and software tools which are essential for effective AI education. Furthermore, a severe shortage of AI-trained faculty is also an added concern. To that effect, investment in faculty development, collaboration with globally top institutions, and integration in a knowledge-sharing platform is crucial.
Implementation Cost: There is a huge cost involved in setting up courses on AI, which includes building laboratory facilities as well as buying software licences and training the faculty on a continuous basis. It is expected that universities can have this challenge through public-private partnerships, international funding, and grants so that all institutions could have the required resources for the inclusion of AI in their programmes.
STRATEGIC RECOMMENDATIONS FOR FUTURE-READY AI EDUCATION SYSTEM: The collaboration of universities, industries, and government in tandem holds the key to realising the full potential of AI in education. Here are some strategic recommendations that can help create a more enabling AI integration in Bangladeshi Universities:
- AI centers of excellence: Setting up AI-focused research, industry partnerships, and skill development can help build an innovation-oriented culture. For instance, such projects at United International University can set examples by involving students and faculty in policymaking related to advanced AI projects.
- Encourage multidisciplinary AI learning: The study of AI should be open to students from all disciplinary backgrounds, including but not limited to business, healthcare, and engineering, so that inter-disciplinarity in AI innovation is facilitated. This will ensure that students of all different fields have a preliminary understanding of where AI is taking their industry.
- Leveraging AI-enhanced learning tools Intelligent learning platforms can enable customized learning through knowledge gap identification and adaptivity within learning content. These kinds of adaptive learning tools create an inclusive and effective learning environment, catering to the diverse learning styles and pace of the students.
- Offering online and blended learning: Courses and certifications in AI online would increase access to students from all corners of the country, including those living in the most remote areas. This will enable Bangladeshi universities to provide top-class AI content irrespective of geographical barriers.
- Organising AI hackathon and competition: Let the hackathons and competitions be the motivator for the students in designing solutions with AI applications aimed at solving real-world problems. This will enable ease of collaboration, creative problem-solving, and entrepreneurial mindset development.
- Encouraging international collaboration: An internationally aligned AI curriculum, and collaboration with other institutions abroad, would continue to keep Bangladeshi universities competitive and current with global standards regarding AI education.
- AI Education should be included at all levels: Initiative building concepts of AI should be prioritised at the primary and secondary levels to nurture AI literacy from a young age. This long-term approach will help cultivate a generation of tech-savvy individuals prepared to drive Bangladesh’s digital future.
BREAKING ACADEMIC SILOS— UNIVERSITIES AS PIONEERS IN AI INTEGRATION: Bangladeshi universities like North South University, BRAC University, Independent University, Bangladesh, American International University Bangladesh, the Institute of Business Administration at Dhaka University, East-West University, University of Liberal Arts Bangladesh, Daffodil International University, and United International University can be uniquely leading the AI revolution in the country. These institutions have both the resources and academic influence to enable a national movement for AI literacy and skill development. However, one widely held misconception stands in the way of such an outcome: far too many university leaders consider AI a tool relevant only to technical disciplines, and principally within computer science and engineering programmes. This is a very narrow perception, considering that AI’s potential benefits actually span widely, from economics and business to the social sciences. For instance, students of economics might use AI to create predictive market analytics, while students of social sciences might use data to understand behaviors pertinent to a community project. University leaders need to understand that AI is fundamentally multidisciplinary and that its applications go far beyond technical fields: AI tools are transforming the social sciences, the liberal arts, business, health care, and many other areas. For that reason, all academic leaders need to understand how AI applies to each discipline. In this way, universities can hope not only to raise the academic bar but also to prepare the students with the right skills to address prevailing challenges in the real world. Therein lies the opportunity for university leaders to get acquainted with the range of applications that AI serves so that they may strategically consider using it to create curricula positions that will place their institutions on the front row in academic excellence and prepare their students for meaningful contributions to the future of Bangladesh.
With a firm commitment to partnership, cross-disciplinary learning, and strategic investments, universities in Bangladesh could build the bedrock for a resilient and adaptable AI workforce. Standing in line with the likes of Satya Nadella’s vision, where he underlines the harmonious coexistence of humans and technology, Bangladesh has every reason to claim itself as a digital leader in the South Asian region. The journey toward AI literacy—one of transformation—charts the route towards a smart, sustainable future in which citizens of this nation are prepared to leverage the world for opportunities.
Dr. Serajul I. Bhuiyan is professor and former chair of the Department of Journalism and Mass Communications and Georgia Governor’s AI Teaching Fellow, Savannah State University, Savannah, Georgia, USA. [email protected]
