We are living in a volatile, uncertain, complex and ambiguous world, where predicting what the job market will look like even five years from now has become increasingly difficult. Universities must therefore rethink their purpose. Awarding degrees is no longer enough; higher education must equip students with the knowledge, skills and adaptability to navigate a changing world.

Traditionally, humanities graduates in Bangladesh have often pursued government jobs, while business graduates have looked towards corporate careers. But our industrial development has not generated enough employment opportunities for the growing young population. Universities must prepare students to explore opportunities beyond the domestic market, including international employment, freelancing and remote work.

This requires a shift in emphasis from simply acquiring knowledge to understanding how to apply it. Critical thinking, problem-solving, communication, creativity and adaptability will be essential as artificial intelligence transforms conventional jobs and creates new possibilities.

Bridging the generational divide

Today’s young people are exposed to ideas and movements across the world through the internet and social media. Many are deeply interested in issues such as climate change, animal rights and human rights. However, when they enter workplaces that place a strong emphasis on hierarchy and compliance, their expectations may clash with established institutional cultures.

Universities have a responsibility to help bridge this divide. We must foster mutual respect between teachers and students while preparing young people for professional responsibilities. Student clubs, extracurricular activities, incubation centres and innovation labs can provide spaces where students explore ideas, collaborate with others and turn their interests into practical initiatives.

Leadership, too, cannot be developed overnight. We often encourage students to become entrepreneurs, but most startups fail. Giving someone the title of chief executive without teaching them how to manage a team, conduct meetings or run an organisation is unlikely to produce an effective leader.

Students need opportunities to assume responsibility gradually. Volunteering at conferences, organising events and participating in student-led initiatives can help them develop teamwork, communication and accountability. These experiences teach lessons that cannot be acquired through classroom instruction alone.

Learning beyond disciplinary boundaries

The future belongs to graduates who can apply knowledge across disciplines rather than remain confined to a single subject. A computer scientist developing an application, for instance, needs more than technical expertise. Understanding users’ needs, design, communication, teamwork and relevant legal considerations can be equally important.

The development of a successful digital product such as Spotify illustrates how technology, copyright, corporate law, design and leadership must come together. Universities should help students understand these connections and explore careers that align with their interests and abilities.

Interdisciplinary learning can also open unexpected avenues for research. A media studies student participating in our science forum developed an interest in ethnobotany and pollen, exploring how pollen can preserve evidence of historical environments, landscapes and dietary patterns. Such experiences demonstrate how curiosity can take students beyond their chosen disciplines and lead to new forms of research and storytelling.

Humanities education is particularly important in this regard. Although science, technology, engineering and mathematics have received growing attention worldwide, that does not make the humanities irrelevant. Instead, we must rethink how these disciplines are taught and connect them with technology.

AI-generated answers can reproduce biases in their training data and may inadequately represent local cultures and experiences. If our languages, history, literature and heritage are not incorporated into technological systems, local knowledge risks remaining underrepresented. The works of Rabindranath Tagore, Kazi Nazrul Islam and other Bengali writers, for example, can be explored through research that connects literary studies with digital technology, data analysis and other practical applications.

Ethics must be practised, not just taught

Ethical values cannot be developed simply by completing a course. Students may learn ethical principles from books, but practising them requires experience and example. Teachers must demonstrate ethical conduct, respect differing opinions and take responsibility for their actions.

Universities bring together students from diverse social and family backgrounds, making them important spaces for intellectual and ethical development. Students must learn to avoid examination malpractice, respect opposing viewpoints and take responsibility for their work. Punctuality, honesty and the willingness to admit mistakes are equally important.

These values also matter in the workplace, where technical competence alone cannot guarantee success. Graduates must understand their responsibilities to colleagues, organisations and society.

Beyond grades and degrees

CGPA remains important in recruitment, but it cannot represent a student’s entire capability. Universities use different assessment methods, including examinations, presentations, quizzes and continuous assessment, making direct comparisons between grading systems difficult.

I often compare CGPA to a passport. Having a passport does not guarantee a visa. Similarly, a good CGPA does not guarantee a job. Candidates must demonstrate their abilities in interviews and practical settings.

Students should therefore strengthen their CVs through research, training, volunteering, extracurricular activities and practical projects. AI literacy and familiarity with emerging technologies will also be valuable. Someone with a relatively lower CGPA may still demonstrate strong communication skills, practical experience and the ability to solve problems.

A degree should not determine someone’s career for life, either. Students must be prepared to move between fields, acquire new competencies and respond to changing professional demands.

Research is another area where universities can make learning more practical and accessible. It does not necessarily mean working in a laboratory. Research begins with curiosity, asking questions and looking for evidence-based answers.

At our campus, students have identified tree species, recorded their scientific names and made information accessible through QR codes. The project also documented the conservation status of some species. Through such initiatives, students learn to observe their surroundings, collect information and apply their knowledge to real-world issues.

Universities should encourage departments, research centres and student clubs to collaborate on similar projects, helping students understand the practical value of their findings.

Preparing for an AI-shaped future

As AI changes the nature of work, students need strong foundations in mathematics, English and their chosen subjects. They must also learn to ask questions without fear of humiliation, challenge assumptions and treat mistakes as opportunities to learn.

Critical thinking, communication, teamwork, leadership, emotional intelligence, empathy, ethical responsibility, environmental awareness and networking will remain important. Universities should develop these capabilities through research, student clubs, collaborative projects and practical experience.

Stronger links between academia and industry are equally necessary. Universities must connect students with professionals, alumni and employers so that they can better understand workplace expectations and emerging opportunities.

Ultimately, higher education should prepare students not merely for their first jobs, but for careers that may change substantially over time. Graduates must be capable of adapting to new circumstances, continuing to learn and acquiring new skills throughout their professional lives.

Our goal should be to develop individuals who can think independently, apply knowledge creatively and contribute responsibly to society. In a world where technology and employment are constantly evolving, the real measure of a university’s success will be whether its graduates can continue to learn, adapt and make a meaningful difference.