Bangladesh’s education system, from primary school to the HSC examination, has traditionally focused on memorisation (মুখস্থকরণ) and reproducing model answers to earn GPA-5. This approach, which represents a lower-order cognitive (জ্ঞানীয়) mode, has been made virtually obsolete (অপ্রচলিত) by artificial intelligence. Because AI is highly efficient at storing, retrieving, and matching patterns, students can easily use it as a shortcut. This creates a severe risk of cognitive offloading (মানসিক পরিশ্রম কমানো), where a powerful digital crutch erodes (ক্ষয় করা) independent thinking by mimicking the student’s writing style.
Rather than banning AI, the country must redesign its educational system so that technology becomes a partner for higher-order thinking. To achieve this, assessment (মূল্যায়ন) must be reformed (সংস্কার করা) before any curriculum changes are made. High-stakes board exams like the SSC and HSC need to be restructured to reward analysis, argument, and original reasoning, preventing students and coaching centers from trying to game (ফাঁকি দেওয়া) the tests.
Additionally, higher-order training should begin earlier, specifically in lower secondary school, using assignments that require students to evaluate (মূল্যায়ন করা) and debate. The government should pilot (পরীক্ষামূলকভাবে চালানো) Socratic (প্রশ্নোত্তরমূলক) AI tools that guide students with questions rather than simply providing answers. This effort must also focus on training teachers, who must learn to design assignments that are resistant to copy-paste AI use. To ensure flexibility, these pilots should be managed by the ICT Division and universities rather than a rigid ministry bureaucracy (আমলাতন্ত্র), taking into account the urban-rural and internet divides to shape future national policies.

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