AI Is Coming to Bangladesh’s Classrooms: Are Our Schools Ready?

The year 2020 changed almost everything. In a matter of weeks, work, shopping, socialising and even education moved onto screens. Suddenly, people who had rarely used digital tools had to learn how to use them.

I spent much of that year on Zoom, helping colleagues and students use Google Drive and Google Classroom. “Can you see my screen?” and “Please unmute yourself!” became part of my daily routine. I had to learn new tools too, trying different activities to keep students interested through a screen. Online teaching had its funny moments as well. I would watch students enjoy one snack after another on camera while I tried to stay professional on an empty stomach! It was a challenging time, but it showed me how quickly education can change when it has to.

Now, imagine a classroom in Bangladesh in 2030. One student asks an AI tool to explain a difficult science topic. Another checks an answer created by AI and spots a mistake. The teacher moves around the room, helping students understand the topic and decide which information they can trust.

This may sound like a scene from the distant future, but the conversation about AI in education has already started in Bangladesh. Many students know AI through websites, social media and apps. Now, it is also becoming part of the country’s education plans. The government has introduced AI-related learning activities, announced plans to include new technologies in the curriculum and started looking at how teachers can prepare for these changes.

Bringing AI into schools, however, is about much more than buying computers or letting students use chatbots. It raises important questions about teaching, exams, equal access and the skills children will need. AI can produce information, pictures, code and ideas in seconds, but not everything it produces is correct. So, the question is not just whether AI will enter Bangladesh’s classrooms but whether schools are ready to use it well.

From the Internet to the Classroom

Many students in Bangladesh have already tried AI. They may use it to answer questions, shorten long texts, translate words, solve maths problems or create pictures. Some treat it like a study partner. Others use it to finish their assignments.

But using AI does not mean understanding it. A student who asks a chatbot to write an essay may not know how it came up with the answer, why it can make mistakes or how its responses can be biased. Knowing how to use a tool is one thing; knowing whether its answer is reliable is another.

One sign of this change was the government’s "Hour of AI in Bangladesh–2026" initiative, led through the Directorate of Secondary and Higher Education (DSHE) for students in Grades 6–9. Through games and activities such as AI for Oceans, students explored patterns, algorithms and machine learning. They began to learn a simple but important idea: AI systems learn from examples. Learning about AI can start with curiosity, play and hands-on activities.

What Is the Government Planning?

Bangladesh’s plans go beyond individual programmes. In September 2026, Education Adviser Mahdi Amin announced plans to give more attention to artificial intelligence, robotics, machine learning and cybersecurity in textbooks for Grades 6–10, starting in the 2027 academic year.

A major curriculum reform is planned for 2028, pointing to wider changes in the education system. The government has also been working on a National Artificial Intelligence Policy for 2026–2030. The plans include ideas such as more personalised learning, AI-supported assessment and stronger digital skills.

These are steps towards a future system, not a finished plan. A complete national AI infrastructure is not yet in place, and policy guidelines are still being developed.

Learning About AI, Learning With AI

AI can become part of education in three ways. Students can learn about AI by exploring how data and algorithms work. They can learn with AI by using tools to practise languages, brainstorm ideas or learn coding. Schools may also use AI to help identify where students are struggling.

Although AI can prepare a lesson plan in seconds, it cannot replace the human side of teaching. Teachers notice when a child is confused, offer encouragement and help uncover the reason behind a misunderstanding. These moments matter just as much as the lesson itself.

To help teachers use technology without losing that human connection, Bangladesh has worked with UNESCO and NAPE to launch an ICT-AI Competency Framework for Primary Teachers. The training focuses on using AI safely, recognising bias, protecting students’ privacy and understanding when a teacher’s own judgement and care are needed.

Homework and Protecting Student Privacy

Homework is changing because students can use AI to improve or even produce their work. Banning every tool may not be the best answer. Schools need clear rules explaining when AI is allowed and when students must work independently. Teachers can also look at how students reach an answer, not just the final result. Oral presentations, writing done in class and discussions about projects can help show what students really understand.

Privacy is another concern. When students use digital platforms, their work and personal information may be collected or processed. Schools should share as little personal information as possible, check the privacy terms of apps and set clear rules for approving digital tools.

The Digital Divide and Private Schools

Not every school has the same resources. A well-equipped school in Dhaka may have reliable internet and enough computers, while a school in a rural or poorly connected area may struggle with basic facilities. Without careful planning, AI could make this gap even wider instead of helping to close it.

This issue matters to private and English-medium schools following Cambridge and Edexcel curricula too. They need their own clear AI policies, teacher training and guidelines that suit students’ ages and learning needs.

Practical Steps to Prepare Schools

Schools should not introduce AI simply because it is new or popular. They should first decide what learning problem the technology is meant to solve. Students need age-appropriate digital skills, including how to check facts and question information produced by AI. Teachers need practical training to assess AI tools, protect student data and recognise work that may have been generated by AI.

Schools should also set clear rules about academic honesty. Students and parents need to know when AI can be used for homework and when independent work is expected. These rules should be fair and easy to understand.

Keeping children safe and making sure no one is left behind are just as important. Schools need to review the privacy policies of apps and protect students’ personal information and work. They should also consider students who do not have easy access to devices or the internet. Tests and assignments may need to change too, placing more value on reasoning, creativity and problem-solving rather than on answers that simply look polished. Finally, parents should be kept informed and given a chance to ask questions about how AI is being used.

Conclusion

The choices made by policymakers, school leaders, teachers and families will shape the answer. AI may become part of the classroom of the future, but what matters most is how we use it. Our goal should not be to teach children simply to operate new tools. It should be to help them think clearly, question what they see and learn with confidence.

Rumayla Mannan is the Vice Principal at Compass International School.