M M Shahidul Hassan

Everywhere we look, the ground beneath the world of work is shifting. From artificial intelligence (AI) and automation to big data, robotics, and blockchain, technologies are rewriting the rules of every profession. New economic models—the circular economy, the gig economy—together with relentless global competition are adding further pressure. In this landscape, subject knowledge alone is no longer enough. To stay relevant, graduates must be equipped with adaptive skills: the ability to think critically, collaborate across boundaries, communicate effectively, and embrace continuous change.

Adaptive skills are often described as “the skills for learning new skills.” They include critical and creative thinking, complex problem-solving, collaboration, communication, digital literacy, resilience, lifelong learning, an entrepreneurial mindset, and emotional intelligence. These cannot be taught in isolation. They must be embedded in courses through redesigned outcomes, innovative learning strategies, and assessments that reflect real-world uncertainty and complexity.

Bangladesh produces a large number of graduates each year, yet unemployment and underemployment remain troublingly high. Employers consistently point to the same problem: while graduates understand theories, they struggle with problem-solving, workplace communication, critical thinking, teamwork, and adaptability. This mismatch between what universities teach and what industries need has become a serious barrier to national growth.

The roots of the problem lie in curriculum and pedagogy. Undergraduate programmes remain dominated by rote learning, lecture-heavy delivery, and exam-driven assessments. These methods reward memorisation but stifle inquiry and innovation. To prepare graduates for a dynamic world, the curriculum must be reimagined with adaptive skills at its core.

This is especially important for Bangladesh. With its youthful population, the country holds a demographic dividend that could fuel innovation and growth for decades. But without the right skills, this potential may go untapped. Adaptive skills are not just about employability; they prepare citizens to navigate uncertainty, build resilience, and lead societal change.

Encouragingly, Bangladesh has begun implementing outcome-based education (OBE), which creates opportunities to integrate adaptive skills into curricula. Take an electrical circuits course, for example. Instead of only applying Kirchhoff’s laws to analyse circuits, students could work in teams to design and simulate circuits under changing parameters using software like MATLAB or Multisim. In general education, students might critically interpret big data with attention to uncertainty. In interdisciplinary or project-based courses, they could design prototype solutions for community problems using digital fabrication tools, or pursue projects connecting engineering, business, and the social sciences. Flexibility in the curriculum can also be introduced through elective clusters such as entrepreneurship, AI and ethics, or digital humanities.

Equipping students with adaptive skills requires moving beyond traditional lectures and embracing innovative teaching approaches. Problem-based learning develops critical thinking, problem-solving, and adaptability by immersing students in open-ended challenges. Project-based learning fosters creativity, teamwork, and flexibility through complex, collaborative tasks. The flipped classroom strengthens adaptability, communication, and critical thinking by shifting knowledge acquisition outside the classroom and dedicating in-class time to active application and dialogue. Together, these methods offer powerful pathways for preparing graduates to thrive in an uncertain future.

Incorporating adaptive skills into undergraduate education is no longer optional—it is essential. Bangladesh cannot afford to keep producing graduates for yesterday’s jobs. If we are to build a workforce capable of thriving in the Fourth Industrial Revolution and beyond, adaptability must become the hallmark of our universities.

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The writer is a Distinguished Professor, Eastern University, and former Vice Chancellor of East West University