| dc.description.abstract | Higher education in Bangladesh is under increasing pressure to change as the world around it
becomes increasingly connected and knowledgebased. Many universities still rely on very
traditional forms of teaching, where the teacher speaks and students listen. Often, such
classrooms emphasize memorization, strict lesson structures, and limited interaction.
Consequently, students have fewer opportunities for deep thinking, questioning, or exploring
ideas beyond the textbook. Around the world, including the United States, the liberal arts style of
education has shown another way to support learning. In this tradition, students are nurtured to
think, create, communicate, and connect different subjects. It values discussion, exploration, and
learning that goes beyond exams. This research examines current teaching practices in
Bangladeshi universities and explores whether ideas from the liberal arts tradition offer helpful
direction for improving student learning. It looks at the value of interactive classrooms, learning
across different fields, continuous assessment, teacher guidance, and student freedom in
academic choices. This research aims to inform the wider discussion on improving higher
education in Bangladesh. By reflecting on both local practices and international examples, it
offers insights that might help policymakers, curriculum developers, and university leaders
design learning environments conducive to curiosity, confidence, and meaningful intellectual
growth. | en_US |
