The integration of generative AI into tertiary education for Generation Z in Bangladesh presents a range of unique opportunities and challenges. Bangladesh has experienced a considerable push towards the digitalization of education, although the rate of adoption varies significantly among tertiary institutions. Universities in urban centers like Dhaka and Chittagong are more inclined to incorporate advanced technologies, including AI, into their curricula, in contrast to their rural counterparts. Presently, generative AI is predominantly utilized in areas such as personalized learning, where algorithms tailor content to meet individual student needs and learning styles. It is also employed in automating administrative tasks, thereby freeing resources and time for more student-centered activities. Generation Z students, typically adept at using technology in their daily routines, show varying depths of understanding specific to AI and its implications. A more profound grasp is often observed in students from institutions that offer specialized courses in AI and machine learning.
Future Direction
For a robust future in AI, tertiary institutions in Bangladesh will need to integrate AI more comprehensively into their curricula across various disciplines, not limited to computer science. This integration should include courses on ethics, data science, and AI applications that are accessible to students in all fields.
As generative AI continues to evolve, its ethical utilization will become a critical area of focus. Educational institutions must educate students not only on how to develop and implement AI but also on considering its societal impacts, such as job displacement and privacy concerns.
Enhancing collaborations between educational institutions and technology companies can provide students with practical AI experiences. Internships, joint projects, and sponsored research are pivotal in bridging the gap between academic learning and practical application.
Ensuring equitable access to AI resources necessitates substantial investment in digital infrastructure, particularly in less developed areas. This includes providing reliable internet access, modern computing facilities, and open access to AI tools and platforms.
The government, alongside educational authorities, must develop clear policies and frameworks to guide the ethical development and implementation of AI in education. These policies should address data usage, privacy, and ensure that AI tools are employed to promote educational equity.
By addressing these areas, Bangladesh can leverage the potential of generative AI to transform tertiary education and better prepare Generation Z for a future where AI plays a central role in various sectors.
This overview encompasses the key aspects of integrating AI into tertiary education in Bangladesh, ensuring a formal and comprehensive presentation.By:
Dr. Tanvir Abir PhD
Director
Career Development Center (CDC)
Associate Professor
Department of Business Administration
Daffodil International University (DIU)
