Research-based learning is the bedrock on which the future of students, universities, and nations are built. It transforms students from passive learners to active partners in the process of knowledge building. In the context of Bangladesh, the education system has long been based on memorization and exam-oriented, so the integration of research into the curriculum is highly needed for developing critical thinking, problem-solving, and innovation. A research-based study system is crucial among Bangladeshi students, accompanied by recommendations on how to improve the situation. Some reasons are given below:
Research-based learning is bound to push students towards challenging old knowledge, critically analyzing data, and suggesting new formulations. These attributes prove imperative in being helpful not only in scientific work but also in solving practical problems at large.
The development of problem-solving skills among students is the only avenue toward achieving long-term sustainable development, considering that Bangladesh is plagued by a variety of factors such as climate change, economic disparities, and insufficient resources. Traditional Bangladeshi education limits students to textbook theories that may not be helpful once real-life challenges must be faced. Here, students will be allowed to implement the concept in practical fields in the form of experiments, fieldwork, or analysis of data in research-based learning. This hands-on experience would better equip them for jobs in diverse areas such as science, technology, engineering, and medicine.
Bangladesh is experiencing a rise in its youth population, and this trend could be positively exploited through research-based learning for innovation and entrepreneurship to yield a demographic dividend. Research integrates an attitude of inquiry and curiosity that leads to innovation in the critical sectors of technology, agriculture, and renewable energy. Strong research culture thus can make Bangladeshi graduates more competitive in today's knowledge-and innovation-driven global economy. Such universities that emphasize research rank higher in the global rankings and attract better resources, faculty, and students. Of course, Bangladesh does have a number of very reputable institutions; however, its research output can be characterized as low compared to the general global standard. Similarly, with the introduction of research-based curricula, the quality will be enriched not only in education but also in making universities and graduates from Bangladesh recognized at international levels.
The system prevalent in Bangladesh is examination-oriented, where the students are not encouraged to question anything or look outside the book but do rote learning. This kind of approach throttles creativity and critical thinking in students. In research-based learning, the whole concept should be changed right from the time a student starts learning, which targets curiosity rather than conformity.
This is a resource-intensive task because a researcher has to use laboratory facilities or a library or other modes of advanced modern technology. Unfortunately, not all educational institutions in Bangladesh have access to the aforementioned facilities, and hence students find it cumbersome to pursue meaningful research. The research initiatives also, by and large, run due to a lack of appropriate funding. This sometimes acts as a barrier for the students and faculty in conducting authentic research.
The reasons for such stalemates are that most academic research in Bangladesh has a big gap regarding the relevance of industry needs. Most industries could use a boost through innovations resulting from research, but very few attempt to link the universities to businesses as an effort for providing solutions to real-life problems. Such would be a necessary step in aligning educational research with the nation's economic and industrial needs.
Research supervision requires an experienced mentor, and most of the universities in Bangladesh are still developing the faculty that could provide expert training regarding research methodologies to the students. This shortfall slows down any strong expectations a university may have about carrying out sound research programs for its students.
Another possible way to inculcate a research-based culture among students is to introduce elements of research early in their education. Schools should, instead, move away from examination-oriented approaches to evaluation and allow students project work, critical discussions, and acquiring basic research skills. All this would be better enabled by doing group projects, inquiry-based learning modules, and exposure to a real-world problem. If schools and universities are going to move toward research-based education, there is a dire need for massive investments in infrastructure. The government and the private sector should jointly provide funds for laboratories, libraries, and research facilities. This will raise the quality of education and also attract international collaborations and funding. Model research universities like BUET, Dhaka University, and Bangladesh Agricultural University could be made hubs for national research development with special funding and support.
Stronger academia-industry partnerships should be developed in order to make research more relevant and of greater impact. It is desirable that universities initiate research centers for problem-solving relevant to the needs of local industries in areas of product development and process innovations. Such collaboration will also facilitate student internships and on-job training, thus linking education to the job market. Financial constraints arise due to the inability of students to finance their research, especially in those areas that require experimentation or a laboratory setup. Scholarships and research grants should also be made available in order to attract gifted students toward the projects. Funding from the government and private sectors can go a long way in supporting such students, as well as the research faculty and administrative staff that facilitate such projects.
The building of research capacity thus begins from the faculty. First and foremost, universities must seriously invest in training programs for their teaching staff for them to effectively supervise students through research work. Examples of such training include workshops, collaboration with international research institutions, and incentives provided when publishing research. Overseas training programs and joint supervision with international experts can further enhance faculty capabilities.
International collaboration enhances the quality of research. Bangladeshi universities should seek partnerships with global research institutions, facilitate student and faculty exchanges, joint research projects, and access to global databases. Such collaborations can help in garnering international research funding, as many high-quality research undertakings cannot be sustained without such funds.
Bangladesh needs to shift its entire education setup from mere book-based learning to research-based learning for moving forward as a knowledge-driven economy. It will help students create their capacity to innovate, solve problems, and apply the learning processes in the development process.
Building infrastructural facilities, developing teamwork, and conducting training programs for faculties are the prime initiatives taken by Bangladesh to provide an ideal setting where research can flourish, enabling the students to overcome the challenges of the 21st-century world.
Sheikh Mehzabin Chitra is a University Correspondent of Shahjalal University of Science and Technology (SUST), Bangladesh Post, and a final year honours student of the Anthropology Department of the institution.
