A Study on Analyzing Pedagogical Challenges in Bangladesh's University Level Education: Enhancing Approaches with US Liberal Arts Educational Models

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.