THE prevailing narrative in climate action vocabulary often underscores technological advancement, policy frameworks and international cooperation as key drivers of a sustainable future. While each of these elements plays a role, the missing piece is education — a force that holds far more transformative power than we are told. And yet, education for sustainable development is largely treated as a secondary concern in Bangladesh, a nation on the frontlines of climate change. This oversight is not just a failure of foresight; it is a collective blind spot that has stunted our progress. But instead of echoing the well-worn solutions proposed by many, we must challenge the narrative head-on, proposing an education revolution that can reshape Bangladesh’s climate resilience.
Ìý
The false dichotomy of awareness and action
LET us begin with one of the most frequently quoted arguments: ‘Raise awareness among the youth, and climate action will follow.’ This is not only reductive, but it also ignores the complexity of human motivation and societal structure. Awareness does not necessarily translate into action, and more importantly, mere awareness does not equip the youth with the tools to combat climate challenges effectively. Bangladesh is a country where nearly 28 per cent of the population is under 25 years old — a demographic that is too often framed as victims of climate change rather than agents of climate resilience. But to truly mobilise this demographic, we must move beyond simplistic awareness campaigns.
Instead, Bangladesh needs to treat its youth not as passive recipients of knowledge but as future catalyst. Programmes that integrate climate action directly into the education system, such as real-world climate labs where students experiment with and develop localised solutions, must replace theoretical curriculum frameworks that have little relevance to the realities outside the classroom. Hackathons, grassroots innovation hubs and mentorship networks that link students with climate entrepreneurs could serve as incubators for new ideas. After all, global youth movements like Fridays for Future succeed not because they raise awareness, but because they challenge the existing systems of inaction.
Ìý
Green skills and future economy
A COMMON refrain in Bangladesh’s development discourse is that the country must shift to a green economy to secure its future. The transition to renewable energy, sustainable agriculture and low-carbon infrastructure is indeed vital. But this shift cannot occur in a vacuum, nor can it be imposed top-down without equipping the labour force with the necessary green skills.
The International Labour Organization forecasts that the global green economy could create 24 million jobs by 2030, but Bangladesh is not adequately positioned to take advantage of this opportunity. Despite being a major player in industries like garment manufacturing, Bangladesh’s workforce remains woefully underprepared for the shift to green technologies. The country’s vocational education and training sector, while extensive, lacks alignment with emerging green industries. The curriculum is outdated, and training programmes are not forward-looking.
A recent Asian Development Bank report noted that only a limited number of Bangladeshi technical and vocational institutes offer courses on green skills, underscoring the need for stronger connections between TVET institutions and labour market requirements. Additionally, the World Bank has discussed the integration of green elements in TVET curricula in Bangladesh. This situation starkly contrasts with nations like South Korea and Germany, where green skills are integrated across the board, thereby enhancing their competitive edge in the global green economy.
Bangladesh must radically reform its vocational education and training sector, embedding green skills from the ground up. By aligning training with sectors poised for green growth — such as renewable energy, waste management and sustainable agriculture — the nation can carve out a significant share of the global green economy. Importantly, the private sector must be engaged as an active partner in this reform, ensuring that educational programmes meet the evolving needs of green industries.
Ìý
The true challenge to sustainable development
PROPONENTS of education for sustainable development, ESD, often focus their attention on urban centres, where access to resources, technology and infrastructure is more readily available. However, this approach sidelines the rural communities that comprise more than 59.53 per cent of Bangladesh’s population. Any argument for education as a climate solution must acknowledge that sustainable development will fail if it does not reach the rural majority.
The rural-urban divide in Bangladesh’s education system is a glaring issue that cannot be ignored. While urban schools benefit from technological advancements, access to qualified teachers, and ESD-focused curricula, rural schools are left behind with limited resources and outdated educational materials. According to a study by BRAC, 54 per cent of rural households lacked internet access, and 59 per cent did not have access to smartphones. This lack of digital infrastructure significantly impacts on the ability of rural schools to provide digital education, and more than half of rural teachers had not received formal training in climate education. These disparities create a significant barrier to implementing ESD in a manner that is equitable and effective.
But here is the contrarian view: rather than trying to impose urban-centric models of education in rural areas, we should capitalise on Bangladesh’s rich tradition of local, community-based knowledge. Rural communities have long practised adaptive strategies in agriculture, water management and disaster resilience — tacit knowledge that has been passed down through generations. Incorporating this indigenous knowledge into the national curriculum could provide students with practical, context-specific skills that are both immediately applicable and scalable. A study by the International Centre for Climate Change and Development found that communities in coastal Bangladesh have developed over 100 local adaptations to manage flood risks — knowledge that remains untapped by the formal education system. By institutionalising these local practices, Bangladesh can create a more inclusive and effective ESD model.
Ìý
A potential pitfall
THE dominant narrative surrounding technology in education paints it as a panacea. The rapid digitalisation of classrooms, the rise of AI-driven learning platforms, and mobile applications for education are all held up as indicators of progress. But this uncritical embrace of technology overlooks significant structural challenges in Bangladesh and, more importantly, risks exacerbating existing inequalities.
While mobile penetration in Bangladesh is high, with over 131 million internet users as of 2023, there remains a stark divide in terms of reliable access. Rural areas, particularly in the northern and coastal regions, still suffer from inconsistent electricity and poor internet connectivity. For these communities, the digitalisation of education is not just impractical; it can be a dead-end.
But even more concerning is the potential for technology to erode the critical human elements of education — empathy, ethics and social responsibility. AI-driven learning, while efficient, cannot replicate the nuanced, value-based education that is required to drive a sustainable future. Technology, then, should be seen as an aid to, rather than a replacement for, the human capacity to teach and learn.
Ìý
The real bottleneck
IF WE are serious about using education as a tool for climate resilience, we must confront an uncomfortable truth — Bangladesh’s education system cannot deliver the necessary reforms. Curriculum reform, teacher training and infrastructure development are all pressing needs, but they require both political will and sustained investment. Currently, Bangladesh spends around 2 per cent of its GDP on education, well below the 4–6 per cent recommended by UNESCO.
Teacher training is particularly crucial. The UNESCO’s Report on The Implementation of Education for Sustainable Development for 2030 and the Berlin Declaration, clearly highlight the need for improved teacher training globally, including in Bangladesh. However, only a handful per cent of teachers in Bangladesh had received any formal training in ESD-related content. The situation is dire, considering that teachers are the primary agents of educational change. Moreover, without better pay and working conditions, it will be nearly impossible to attract and retain qualified teachers, especially in rural areas.
However, a contrarian solution might lie in decentralised education models. Local communities, NGOs, and even the private sector can play a greater role in delivering education. BRAC’s ‘Schools in a Box’ model under the Integrated Development Programme,Ìý funded by Strategic Partnership Agreement (SPA) donors, offers a potential blueprint for scaling up ESD in underserved regions. By empowering local communities to take ownership of education delivery, Bangladesh can bypass some of the systemic inefficiencies that plague centralised models.
Ìý
Reclaiming moral authority
BANGLADESH is often framed as a climate victim — a country disproportionately affected by climate change despite contributing little to global emissions. But this victimhood narrative does little to advance the nation’s role in the global climate economy. Instead, Bangladesh should reclaim its moral authority by leading the charge in education for sustainable development, offering a model that is grounded in equity, innovation and local knowledge.
International support, particularly in the form of climate finance, will be critical. But rather than relying on donor-driven education programmes that impose external models, Bangladesh must advocate for educational sovereignty — designing programmes that reflect its unique cultural, environmental and economic context.
Ìý
A call for a paradigm shift
THE dominant climate narrative, focused on technology and international policy, fails to recognise the transformative potential of education — especially in a nation like Bangladesh, where the youth population holds the key to future resilience. But this education must be reimagined, decentralised and grounded in both local knowledge and global best practices. By investing in green skills, bridging the rural-urban divide, and ensuring that technology serves as an aid rather than a crutch, Bangladesh can set itself on a path toward true climate resilience.
It is time to challenge the status quo. Education is not just an ancillary part of climate action; it is the linchpin. But time is running out. We must act now — not tomorrow, not in five years, but today.
Ìý
Md Zahurul Al Mamun is a climate change researcher and analyst.