In today's era, we are experiencing an extraordinary surge in technological progress. Artificial Intelligence (AI), machine learning, neurotechnology, and self-tracking technologies have now reached a point where the prospect of substituting human brain with AI is increasingly plausible, raising concerns within society about the replacement of humans by machines.

Given the prevalence of highly dynamic systems, it has become crucial to ensure effective human-machine interaction. As a result, the emergence of the auto economy, automation in industries, reliance on technology-driven services, and the uncertain landscape of future job roles all underscore the pressing necessity for the workforce to actively acquire new skills and expand their technological expertise.

In response, universities worldwide have implemented substantial modifications to their engineering curricula and teaching methodologies to equip graduates with the capabilities to confront the challenges of the 21st century. However, a noticeable disparity emerges in Bangladesh, where universities are yet to initiate similar adjustments. To be frank, the necessity for these changes has rarely been discussed.

Nevertheless, some academics advocate for an approach, suggesting the integration of courses such as artificial intelligence, machine learning, biotechnology, innovation engineering, and data analytics into existing engineering programmes as a means to tackle current challenges effectively.

Also, it is vital to acknowledge that merely adding new courses will not offer a holistic solution to the current challenges. Furthermore, many academics overlook the shortcomings of traditional teaching methods. It is essential to break free from traditional modes of thinking. Over the past two decades, extensive research has centred on inculcating generic skills into curricula and assessments, modifying course content, and exploring alternative teaching methods. It is essential for our faculty members to keep up-to-date with these research findings, evolving curricula and teaching methodologies. This will enable them to adapt to the changes and refine their teaching approaches effectively.

Bangladesh University of Engineering and Technology (BUET), the first engineering university in Bangladesh, started its academic journey with six bachelor programmes encompassing mechanical, electrical, civil, metallurgical, and chemical engineering as well as architecture. Initially, the curricula and teaching methods were modelled after Texas A&M University in the United States.

In 1984, BUET pioneered formal education in Information Technology by launching the Master’s programme in Computer Science and Engineering (CSE), followed by the introduction of the undergraduate programme in CSE in 1987. Despite this pioneering step, BUET's engineering programmes have remained largely unchanged for over fifty years, adhering to traditional structures. In contrast, the educational landscape in the United States has undergone substantial evolution in terms of curriculum design and teaching methodology. This discrepancy underscores a notable gap in the adaptability and advancement of educational approaches between the two systems.  

While universities in Bangladesh continue to update their engineering curriculum, focusing primarily on imparting subject-specific knowledge to undergraduate students, the need for broader reforms in curriculum incorporating graduates’ employability skills and innovation in teaching methodologies becomes increasingly apparent. The generic or employable skills include: (1) communication skills; (2) critical thinking and problem solving; (3) teamwork; (4) lifelong learning and information management; (5) ethics and professional morals; (6) entrepreneurship; and (7) leadership skill. For a bachelor’s engineering degree, generic skills are a must-have.

Moreover, it is essential to recognise that with the widespread accessibility of education, a diverse range of youths, including those from non-elite backgrounds, are enrolling in universities to pursue higher education. Many of these individuals want to build successful professional careers in future. This reality underscores the importance for universities to prioritise the development of employable skills, augmenting knowledge, and enhancing the employability of graduates.

It is important to grasp the implications of integrating cyber-physical systems with exponential technologies such as AI, cloud computing, 3D printing, Internet of Things (IoTs), biotechnology, genomics, and nanomaterials. This integration has rendered engineering systems increasingly complex, deviating from traditional linear frameworks. The characteristics of these nonlinear systems can only be comprehended in the context of the whole system, rather than its individual components. As a result, the interdisciplinary nature of addressing these challenges becomes apparent.

As educators, we lack experience in designing an interdisciplinary ‘holistic curriculum’ that integrates generic skills and their assessments. It is undeniable that our traditional ‘chalk & duster’ teaching method can, at best, convey information to students. However, this method is inadequate when it come to equipping students with the generic skills necessary for their future endeavours.

Numerous alternative teaching methods have been well documented and are available for study purposes. Course instructors must familiarise themselves with these methods and develop the ability to choose the one best suited for their course. Among the various alternatives, commonly applied methods include problem-based teaching, project-based teaching, flipped classroom, inquiry learning, and experiential learning. These methods do not advocate for evaluating a student's academic performance solely through traditional subjective examination techniques.
While acknowledging the significance of allocating more time to teaching, assessment, and evaluating student performance, course teachers may understandably harbour concerns about how this shift could affect their research pursuits. Many faculty members currently grapple with hefty workloads, juggling 5-6 courses per semester alongside administrative duties. University authorities in collaboration with the University Grants Commission of Bangladesh (UGC) should take steps to tackle these challenges.
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The writer is a former Vice Chancellor, East West University and former Professor of BUET