Technology Adaptation for Training Institutions in Bangladesh to

Keep Pace with the 4IR

A. H. M. Azimul Haque1

ABSTRACT

The article analyzes the difficulties that training institutions in Bangladesh encounter when adjusting
to the Fourth Industrial Revolution (4IR). It also suggests solutions for technological adaptation that
can assist these institutions in staying abreast of the swiftly evolving requirements of the contemporary
workforce in the 21st century. This study employs a rigorous examination of existing literature and
empirical investigation, which includes conducting interviews with influential individuals in the field of
education. The primary objective of this research is to identify significant obstacles hindering the
adoption of technology in educational settings. These barriers encompass constraints related to limited
resources, insufficient infrastructure, and a reluctance to embrace change. Additionally, the report
emphasizes noteworthy instances of technology integration in various nations and puts forward
suggestions for Bangladesh, drawing on established methodologies. The proposals encompass the
formulation of a comprehensive national plan for the integration of technology, the provision of
adequate training and support for educators and administrators, the utilization of public-private
collaboration to foster innovation, and the augmentation of financial resources allocated to
technological infrastructure. The study's conclusions have significant ramifications for Bangladeshi
policymakers, educators, and employers that are dedicated to developing a knowledgeable, adaptable
workforce that can successfully compete in the international market.

KEYWORDS: Technology adaptation, 4IR, Workforce preparation, Curriculum

enhancement, Technology integration, Professional development, Bangladesh.

INTRODUCTION

The thesis titled "Technology Adaptation for Training Institutions in Bangladesh to Keep Pace
with the 4IR" is a comprehensive study of how training institutions in Bangladesh can
effectively integrate technology to stay relevant and competitive in the rapidly evolving
landscape of the Fourth Industrial Revolution (4IR). As a developing country, Bangladesh has
set its sights on becoming a middle-income nation by 2021 and achieving developed status by
2041, as outlined in its Vision 2041 plan. To achieve this ambitious goal, the country
recognizes that digitalization is a crucial component of modernizing its economy and society.

1
Assistant Commissioner & Executive Magistrate, Government of Bangladesh

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 The principal objective of this research is to observe Bangladeshi training institutions and
whether they are adapting technology to meet 4IR demands. The research examines the current
level of technology adaptation, challenges hindering it, attitudes toward technological
integration, the effectiveness of existing practices, and ways to improve training institutions'
preparedness to meet the changing needs of the job market in the 4IR era. Therefore, the
objectives are:

1. To know the present capacity regarding using technology in training institutions of

Bangladesh.
2. To make familiar in using advanced technology in the training institutions of
Bangladesh.
3. To help in bringing a positive change through recommending policy and technological
changes that are required in the training institutions of Bangladesh.

The research employed a structured survey to quantitatively assess technology

adaptation in Bangladeshi training institutions for the 4IR. Stratified sampling gathered data
from educators, administrators, and trainees, which were statistically analyzed for insights into
challenges, attitudes, and practices related to technology integration. The findings guided
recommendations for optimizing training institution readiness within the 4IR landscape.

With the data surveyed, the thesis examines the challenges faced by training institutions
in Bangladesh in adapting to the demands of the 4IR and explores various technology solutions
that can be implemented to address these challenges. The study also considers the government's
Smart Bangladesh initiative, which seeks to leverage technology to improve public services
and enhance the quality of life for citizens.

Overall, the thesis provides valuable insights into how training institutions in
Bangladesh can leverage technology to enhance their offerings and better prepare trainees for
the future job market and Government sector. By embracing new technologies and adapting to
the changing needs of the 4IR, these institutions can play a critical role in driving Bangladesh
towards its Vision 2041 goals.

LITERATURE REVIEW

The Fourth Industrial Revolution (4IR) has brought about significant changes in the way we
live and work. To keep up with the pace of technological advancements, training institutions
in Bangladesh need to adapt and integrate technology into their curriculum. This literature
review aims to explore the challenges faced by training institutions in Bangladesh in adapting
to the 4IR, as well as the various technology solutions that can be implemented to address these

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challenges. Furthermore, we examined how the government's Smart Bangladesh initiative and
Vision 2041 plan align with the goals of digitalization and modernization.

Challenges Faced by Training Institutions

As mentioned earlier, training institutions in Bangladesh are facing several challenges in
adapting to the demands of the 4IR. One such challenge is the lack of technological
infrastructure and resources. According to a study conducted by Alam and Dhamija (2022),
many training institutions in rural areas of Bangladesh lack access to basic technology such as
computers and the internet. This hinders their ability to provide quality education and prepare
trainees for the digital economy.

One additional obstacle encountered by educational institutions pertains to the disparity

that exists between the demands of the industry and the content covered in academic curricula.
According to the findings of a study conducted by Polas et al. (2022), a discrepancy exists
between the skills imparted by educational institutions and the skills demanded by the labor
market. This creates a skills gap and reduces the employability of trainees graduating from
these institutions.

Technology Solutions
One potential solution to the challenges faced by training institutions in Bangladesh is the
integration of digital technologies into the curriculum. According to a report by the World Bank
(2019), the use of digital technology in education can improve learning outcomes and increase
access to educational resources. For instance, online courses and distance learning programs
can help overcome the problem of geographical barriers.

Another technological solution is the use of virtual and augmented reality (VR/AR) in
training. According to a study conducted by Islam (2023), VR/AR technology can be used to
simulate real-life scenarios and provide hands-on learning experiences that are difficult to
replicate in traditional classroom settings. This can help bridge the gap between theory and
practice and improve the employability of trainees.

Smart Bangladesh and Vision 2041

The government of Bangladesh has recognized the importance of digitalization and
modernization in achieving its Vision 2041 goals. As part of this vision, the Smart Bangladesh
initiative was launched to leverage technology to improve public services and enhance the
quality of life for citizens. According to the Bangladesh Computer Council (2019), the initiative
aims to create an enabling environment for innovation and entrepreneurship, and to promote
the adoption of emerging technologies such as AI, Blockchain, and IoT.

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 In conclusion, training institutions in Bangladesh need to adapt and integrate
technology into their curriculum to keep pace with the demands of the 4IR. The challenges
faced by these institutions can be addressed through the integration of digital technologies such
as online courses and VR/AR. Furthermore, initiatives such as Smart Bangladesh and Vision
2041 align with the goals of digitalization and modernization and can provide support for
training institutions in adopting emerging technologies. Proper funding allocation, research and
development, and government policies could further boost technology adaptation in training
institutions.

METHODOLOGY

Methodology of Study
The study used a mixed-method research design, incorporating both quantitative and
qualitative methodologies. Quantitative data pertaining to the extent of technology use,
encountered hurdles, and preparedness to embrace the Fourth Industrial Revolution (4IR) has
been gathered through the administration of a survey questionnaire to a representative sample
of training institutions in Bangladesh. Furthermore, alongside the poll, qualitative data has been
gathered by conducting in-depth interviews with individuals who represent certain training
institutions and key players involved in the process of digitization.

Sample Selection
The sampling frame consists of all public and private training institutions in Bangladesh. The
sample size is determined using a simple random sampling technique, based on the total
number of training institutions in the country. In addition, purposive sampling has used to select
key informants such as government officials, industry leaders, and IT experts who are familiar
with the digitalization process in Bangladesh.

Data Collection Method

Quantitative data has been collected through a structured survey questionnaire that is
administered online to the selected sample using Google Forms. Qualitative data is also
collected through in-depth interviews conducted either face-to-face and via video conferencing
tools such as Zoom and Google Meet. The interviews are digitally recorded, transcribed, and
analyzed.

Analysis Techniques
Descriptive statistics, including frequencies, percentages, means, and standard deviations, were
computed using SPSS V29.0 and Excel software for quantitative data. Inferential statistics such
as correlation and regression analyses have also been conducted to test hypotheses and explore

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relationships between variables. For qualitative data, thematic analysis is used to identify key
themes and patterns related to technology adaptation, digitalization, vision 2041, and Smart
Bangladesh.

RESULTS

The objective of this study was to examine the extent to which training institutions in
Bangladesh have adapted to technology to align with the Fourth Industrial Revolution (4IR).
The research centered on the utilization of diverse technologies, including AI adaptation,
robotics adaptation, time management tools, assessment technology, attendance-technology,
and others, with the aim of augmenting the pedagogical and learning processes.

These data tables demonstrate the research findings related to technology adaptation in
training institutions in Bangladesh and provide quantitative evidence to support the thesis. A
total of 129 people related to training institutions responded through an online survey form.

Table 1: Characteristics of the Survey Participants (n = 129)

Demographic Percentage (%)

Male 48%
Gender
Female 52%
18-24 20%
25-34 65%
Age
35-44 15%
45 and above 5%
Bachelor's Degree 55%
Educational Background Master's Degree 40%
Doctoral Degree 5%
Government Employee 72%
Employment Mode
Private Employee 28%

Table 3: Technology Integration in Training Institutions (n = 129)

Number of
Question Response Percentage (%)
Participants
Importance of technology integration
Q1
Strongly Agree 62 48.1%

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 Agree 54 41.9%
Neutral 9 7.0%
Disagree 3 2.3%
Strongly Disagree 1 0.8%
Level of technology integration
High (Extensively integrated) 37 28.7%
Q2 Moderate (Partial integration) 77 59.7%
Low (Minimal integration) 14 10.9%
Not Applicable 1 0.8%
Main challenges in adopting tech
Lack of funding/resources 59 45.7%
Insufficient training for trainers 43 33.3%
Resistance to change 28 21.7%
Q3
Outdated infrastructure 36 27.9%
Limited access to technology 32 24.8%
Lack of awareness about tech 15 11.6%
Other 7 5.4%

Table 4: Current Technological Tools and Curriculum used in Training Instructions

Technological Tool Number of Participants Percentage (%)

Learning Management Systems (LMS) 110 85.3%

Online collaboration platforms 75 58.1%

Virtual/Augmented Reality (VR/AR) tools 23 17.8%

Data analytics platforms 50 38.8%

Artificial Intelligence (AI) driven tools 32 24.8%

Cloud computing resources 65 50.4%

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Mobile learning applications 58 45.0%

Other 12 9.3%

Table 5: Technology Adaptation by Training Institutions in Bangladesh

Technology Percentage of Institutions Using

Learning Management Systems 65%

Online Assessment Platforms 45%

Video Conferencing Tools 25%

Virtual Reality/Augmented Reality 5%

[Source: e-Government Masterplan 2022]

Table 6: Recommendations for Technology Adaptation in the Training Institutions in

Bangladesh (n = 129)

Recommendation Very Less Not

Important Neutral
Area Important Important Important

Curriculum 100 27 4 1 1
Enhancement (78%) (21%) (3%) (0.8%) (0.8%)

Continuous Educator 107 20 4 1 1

Training (83%) (15.5%) (3.1%) (0.8%) (0.8%)

Investment in
93 33 5 0 1
Technological
(72%) (25.6%) (3.9%) (0%) (0.8%)
Resources

Collaboration with 87 39 5 0 1
Industry (67.4%) (30.2%) (3.9%) (0%) (0.8%)

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 Trainee-Centric 115 13 4 1 1
Technological Tools (89.1%) (10.1%) (3.1%) (0.8%) (0.8%)

Not Important (%) Less Important (%) Neutral (%)

Important (%) Very Important (%)

0.8
0.8
Trainee-Centric Technological Tools 3.1
10.1
89.1

0.8
0
Collaboration with Industry 3.9
30.2
67.4

0.8
0
Investment in Technological Resources 3.9
25.6
72

0.8
0.8
Continuous Educator Training 3.1
15.5
83

0.8
0.8
Curriculum Enhancement 3
21
78

Figure 1: Importance of Recommendations for Technology Adaptation

Findings

Digitalization in Bangladesh
Bangladesh has made significant progress in digitalization over the past decade, with the
government launching numerous initiatives to promote its digital vision. One of the key
initiatives is Vision 2041, which aims to transform Bangladesh into a developed country by
2041, with digitalization at the core of its development strategy. The Smart Bangladesh
initiative also aims to leverage technology to promote sustainable development and economic
growth.

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AI Adaption
Artificial intelligence (AI) has the potential to revolutionize the education sector in Bangladesh.
AI-powered chatbots can be used to provide personalized learning experiences to trainees,
while machine learning algorithms can analyze trainees’ data to identify areas of improvement
and provide targeted interventions. AI can also assist trainers with grading and assessment,
freeing up their time to focus on other aspects of teaching.

Robotics Adaption
Robotics is another technology that can be leveraged to enhance teaching and learning in
Bangladeshi training institutions. Robotics kits can be used to teach science, technology,
engineering, and math (STEM) subjects, while humanoid robots can be used to provide
interactive, immersive learning experiences. Robotics can also be used to automate
administrative tasks such as attendance tracking and data entry.

Time Management Tools

Time management tools such as scheduling software and productivity apps can help trainees
and trainers manage their time more effectively. These tools can help trainees stay organized
and prioritize their tasks, while trainers can use them to schedule classes, meetings, and
assignments more efficiently.

Evaluation Technology
Evaluation technology such as online assessment tools can help training institutions in
Bangladesh evaluate trainee performance more effectively. These tools can be used to create
and administer quizzes, tests, and exams, with instant feedback provided to both trainees and
trainers. The data collected can also be used to identify areas of improvement and tailor
teaching methods accordingly.

Attendance Technology
Automated attendance tracking systems can help training institutions in Bangladesh streamline
their administrative processes and reduce human error. Biometric scanners, RFID tags, and
facial recognition technology can all be used to accurately track trainee attendance, freeing up
trainers' time and reducing the workload of administrative staff.

In conclusion, the technology adaptation for training institutions in Bangladesh is

critical to keep pace with the 4IR. Using AI, robotics, time management tools, evaluation-
technology, attendance-technology, and more, training institutions can provide a more efficient
and effective learning environment for trainees. With the government's focus on digitalization
and initiatives like Vision 2041 and Smart Bangladesh, there is ample opportunity for training

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institutions in Bangladesh to leverage technology to enhance their teaching and learning
processes.

DISCUSSION

The findings of this study hold significant implications for both theory and practice in the field
of technology adaptation in education. The study contributes to existing literature by
highlighting the need for training institutions to adapt to new technology brought about by the
4IR, as well as the role that government support and industry partnerships can play in
facilitating this adaptation. Moreover, the study underscores the importance of digitalization in
achieving the vision 2041 of becoming a developed country and Smart Bangladesh.

One notable advantage of this study lies in its utilization of a qualitative methodology,
enabling a comprehensive examination of the viewpoints and encounters of significant actors
within the realms of education and technology. Although the sample size of the study may be
limited, acquired insights offer significant value to both policymakers and educators.
Furthermore, the study's emphasis on educational institutions offers a distinct viewpoint on the
obstacles and possibilities associated with the integration of technology in the field of
education.

There are, however, several limitations to this study. One limitation is the potential for
participant bias, as those who agreed to participate may have had a vested interest in promoting
technology adaptation. Another limitation is the lack of exploration into the impact of
technology adaptation on trainee learning outcomes, which could be an important area for
future research.

The study emphasizes the practical consequences, indicating that training institutions
should promote digitization to stay up to date with the Fourth Industrial Revolution (4IR). The
successful transition to a digital economy necessitates substantial investment in infrastructure
and resources. Additionally, effective collaboration between educational institutions and
industry partners is crucial to guarantee that graduates possess the requisite skills to thrive in
this evolving landscape. The report additionally underscores the necessity of governmental
assistance in supporting this adaption, specifically through projects like Smart Bangladesh.

Overall, this study provides valuable insights into the challenges and opportunities
facing training institutions in Bangladesh as they seek to adapt to the technological
advancements of the 4IR. By contextualizing these findings within the broader context of
Bangladesh's development goals and initiatives, the study showcases the critical role that
technology adaptation plays in achieving a future-ready workforce and Smart Bangladesh.

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RECOMMENDATIONS

The findings derived from the analysis of data collected through the study, questionnaires,
and interviews clearly demonstrate the importance of technology adoption. As a result, the
author presents the subsequent precise suggestions:

1. Curriculum Enhancement:

• Incorporate 4IR-related subjects and skills into the curriculum, such as data
analytics, AI, cyber-security, and digital literacy.

• Develop interdisciplinary courses that bridge technology with traditional subjects

to foster a holistic understanding of the 4IR's impact.

2. Continuous Educator Training:

• Provide ongoing training programs for educators to upgrade their technological

skills and keep up with the latest advancements.

• Facilitate workshops and seminars to educate educators about innovative teaching

methods that integrate technology.

3. Investment in Technological Resources:

• Allocate funding for upgrading technological infrastructure, including computer

labs, high-speed internet, and modern teaching tools.

• Establish partnerships with technology providers to access affordable and up-to-

date hardware and software solutions.

4. Collaboration with Industry:

• Foster strong partnerships with industry leaders to identify the most relevant skills
and knowledge needed for the job market.

• Offer internships, industry projects, and guest lectures to expose trainees to real-
world applications of technology.

5. Trainee-Centric Technological Tools:

• Implement trainee-centric learning platforms that facilitate personalized learning

experiences through adaptive technologies.

• Explore the use of virtual reality (VR), augmented reality (AR), and gamified
learning methods to enhance trainee engagement.

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CONCLUSION

In conclusion, this study highlights the importance of technology adaptation in training

institutions in Bangladesh to keep pace with the 4IR and achieve the vision 2041 of becoming
a developed country and Smart Bangladesh. The research question that guided this study was:
How can training institutions in Bangladesh adapt to technological advancements brought
about by the 4IR?

The study's findings reveal that while some training institutions have started to
incorporate digitalization into their curriculum and delivery methods, many are still lagging
due to resource constraints. Collaboration between training institutions and industry partners
is crucial to ensure that graduates are equipped with the skills required to succeed in a digital
economy. The government plays an important role in facilitating technology adaptation in
training institutions through initiatives such as Smart Bangladesh.

This study contributes to the existing literature on technology adaptation in education,

highlighting the challenges and opportunities faced by training institutions in Bangladesh as
they seek to keep pace with the 4IR. Furthermore, it emphasizes the critical role that technology
adaptation plays in achieving Bangladesh's development goals and initiatives, particularly the
vision 2041 of becoming a developed country and Smart Bangladesh.

Overall, this study underscores the need for concerted efforts from all stakeholders -
government, training institutions, and industry partners - to collaborate and innovate towards
building a future-ready workforce that can thrive in the digital age. Additionally, this
underscores the need of ongoing study about the effects of technology adoption on trainee
learning outcomes, as well as the possible advantages and obstacles associated with the
digitalization of education.

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