The question facing higher education today is not simply what kind of graduates Bangladesh needs over the next decade, but whether our universities are preparing students for a world that is changing faster than ever before.

Technology has become embedded in almost every aspect of our lives, from the workplace and business to healthcare, research and communication. Artificial intelligence (AI), in particular, is changing how we acquire knowledge, analyse information and solve problems. Universities must recognise this reality and prepare students to operate confidently in a technology-driven world.

However, preparing graduates for the future requires more than updating curricula or introducing new tools into classrooms. Students must also learn beyond their prescribed courses. Every university needs a campus culture that encourages curiosity, independent learning, experimentation, and the acquisition of skills that conventional academic programmes may not always provide.

Curriculum-based education gives students a structured foundation and allows us to assess their understanding of a subject. But the wider university experience must equip them with the ability to apply that knowledge, think independently and respond to unfamiliar challenges.

Our responsibility is to prepare graduates not only for Bangladesh’s current needs but also for opportunities in the global economy. That means combining disciplinary knowledge with technological competence, adaptability and the ability to think critically.

Using AI without losing the human element

AI presents universities with both an opportunity and a challenge. It can help students learn more efficiently, analyse complex information and undertake tasks that would otherwise require considerable time and resources. In research, particularly where large datasets and complex mathematical modelling are involved, these capabilities can significantly expand what researchers can accomplish.

At North South University (NSU), we are working to bring AI expertise into different disciplines. Students in business, for example, need to understand how AI can support business modelling, improve decision-making and optimise operations. Journalism and media students need to understand how technology can assist with fact-checking, identifying misinformation and analysing information.

Yet we must also recognise the risks of relying too heavily on these tools.

When students depend on AI to produce their essays, develop their arguments or generate ideas, they risk missing the intellectual process that makes education meaningful. Critical thinking, creativity and the ability to connect ideas across disciplines are human capacities that must be developed through practice.

Technology should support human intelligence, not replace the effort required to develop it. We must teach students when AI is useful, where its limitations lie and why independent judgement remains essential.

Recently, NSU hosted a five-day workshop on AI and society led by a technology dean from Cornell University. Around 200 students participated in sessions designed to explore how technology could be used to address social challenges. The purpose was not merely to familiarise students with AI tools, but to encourage them to consider how technological knowledge could serve society.

This is the balance universities must strike. We should embrace technology while preserving the analytical thinking, creativity and intellectual independence that enable students to use it responsibly.

Turning ideas into enterprises

At NSU, we have placed considerable emphasis on entrepreneurship and student-led innovation. We want students to move beyond theoretical knowledge and develop ideas that can become practical solutions, businesses or meaningful careers.

The university has supported more than 60 startups, around 30 of which have made a significant impact. Through our startup-focused initiatives, students have developed ventures that respond to real needs.

One example is Split Pay, a technology-based payment platform designed to help students access financing for their education. The proposed model connects students, guardians, universities and financial institutions, allowing education costs to be addressed through a structured payment arrangement.

Another student venture, BimaFi, applies technology to insurance services. These projects illustrate how students can identify problems in their surroundings and use their academic knowledge to develop potential solutions.

We have also seen students explore the application of AI to challenges in healthcare, agriculture, public services and the justice system. Their projects demonstrate that technological innovation is no longer confined to computer science departments. Students from business, finance, marketing, public health and other disciplines are increasingly looking at how technology can improve the sectors they understand.

This is an important shift in the way we think about education. The value of a graduate is not determined solely by how much information they retain, but also by their ability to use knowledge to solve problems and create opportunities.

Our responsibility is to provide an environment in which students can experiment, collaborate, test their assumptions and learn from failure. Innovation cannot flourish if students are only rewarded for reproducing information in examinations.

We are also expanding the infrastructure needed to support this ambition. NSU has established a Google-supported cybersecurity clinic, while initiatives involving a fabrication laboratory, an innovation hub and a technology transfer office are intended to strengthen the university’s research and innovation ecosystem.

We have also committed Tk10 crore towards developing GPU computing capacity, recognising the growing importance of advanced computing in research and technological development. Such infrastructure can support work involving large datasets, AI and other computationally intensive applications.

These investments reflect a broader principle: universities must create the conditions in which ideas can move from the classroom to the laboratory and, ultimately, towards practical application.

Research must address real problems

A university’s contribution cannot be measured by classroom teaching alone. Research becomes particularly valuable when it responds to pressing social and economic needs.

At NSU, we are pursuing projects that explore how engineering and technology can address challenges in healthcare. One initiative involves developing a prototype for a portable dialysis device intended to make treatment more accessible to patients who must otherwise travel regularly to healthcare facilities.

The project will require further development, testing, and the necessary intellectual property and regulatory processes before any device can be used in practice. Nevertheless, it illustrates the kind of locally relevant research our universities should encourage.

We are also working on research related to medical imaging, including the reliability of mammography systems and the potential for technological approaches to improve the identification of problems in diagnostic equipment.

These initiatives matter because Bangladesh needs universities that can contribute to solving its own challenges. We should not simply import technological solutions developed elsewhere without exploring whether local research can produce approaches suited to our circumstances.

Our ambitions also extend beyond immediate domestic needs. NSU has entered into an agreement involving the development of a nanosatellite, with faculty members and students receiving specialised training as part of the initiative. Such opportunities expose students to complex engineering projects and international collaboration.

For these efforts to grow, universities need stronger research facilities, sustained investment and more efficient mechanisms for securing support. Government agencies, industry and academic institutions must work together to build the country’s technological capabilities.

Universities possess a valuable concentration of researchers, faculty expertise and young talent. With the right resources, they can become important centres for developing the knowledge and technology Bangladesh will need in the years ahead.

Responding to students and changing curriculum 

Preparing students for the future also means listening to their concerns about the education they receive today.

We recognise that students have raised concerns about course availability, particularly in computer science and electrical and electronic engineering. Some of these difficulties stemmed from internal administrative and course-planning challenges rather than the academic content itself.

NSU is a large institution, with approximately 12,000 to 14,000 classes conducted on campus each day. Managing course demand, faculty availability and student choices at this scale requires careful coordination. Nevertheless, institutional complexity cannot be an excuse for failing to address students’ needs.

We have taken steps to improve course availability and respond to student demand. We are also separating the administration of the computer science and electrical and electronic engineering programmes to help address the difficulties associated with managing them together.

Questions about whether curricula remain relevant to a rapidly changing technological landscape deserve equally serious attention. Computer science is evolving constantly, and universities must ensure that their programmes continue to provide students with the foundations and practical skills required by the profession.

At the same time, students enter university with different levels of preparation. Some may need additional support to strengthen their computing knowledge and develop the skills required to progress through demanding programmes.

We must therefore approach curriculum development and student support together. Maintaining academic standards is important, but so is helping students acquire the knowledge they need to meet those standards.

NSU students have also performed strongly in programming competitions, including the ACM International Collegiate Programming Contest. Such achievements are encouraging, but they should motivate us to do more rather than create complacency. The rapid pace of technological change demands continuous improvement in teaching, research, and infrastructure.

Leadership is a skill that can be developed

Ultimately, preparing graduates for the future is not only about technology, entrepreneurship, or professional competence. It is also about leadership.

I believe every individual possesses some leadership potential, although it may emerge in different ways and at different stages of life. Universities can help students discover and develop that potential by giving them opportunities to work with others, take responsibility and address real problems.

Leadership begins with understanding people. Every individual brings different strengths, knowledge, experiences and perspectives to a team. A good leader recognises these differences and brings them together around a shared objective.

Simply assembling a group of talented people does not guarantee success. Leaders must understand what each person can contribute, how their abilities complement one another and how the team can work towards a common goal.

Leadership also requires judgement, strategic thinking and an understanding of time. Decisions must be made when they matter, and leaders must know when to change direction. A clear vision is essential, but so is the ability to translate that vision into achievable goals and deliver results within a reasonable timeframe.

Universities can nurture these qualities through student clubs, competitions, research projects, community engagement and collaboration across disciplines. At NSU, our student clubs and departmental initiatives regularly create opportunities for students to interact with peers from other institutions, exchange ideas, and learn from one another.