RESEARCHERS and academicians say that ‘teaching and learning are always circular and diverse.’ It is a journey that needs to have proper steering. As the world rapidly changes, education must keep pace by integrating new discoveries and aligning curriculums with global standards. Interdisciplinary learning prepares individuals to think broadly, act wisely and collaborate effectively in a complex, interconnected world.
This provides a holistic understanding of environmental challenges and more robust approaches to solutions. It is not just a way of learning. It is a frame of mind to generate ideas, knowledge and skills for navigating complexities or challenges. Interdisciplinary education enables learners to view issues from multiple perspectives. It helps to develop 21st-century skills and multicultural values that are major collective competencies essential to prepare young learners for challenges alongside the academic growth.
Technological transformations across the world have reshaped the way we live, work and connect with one another. Traditional jobs are fading away while new ones are emerging. And, many of them are still hard to even define. The situation can be termed the new normal that requires staying informed, staying inspired and staying up to date. To remain relevant, the work force needs to adapt to the shifting demands. This requires educators to anticipate needs, constantly improve their own skills and guide learners in developing the abilities required to compete in this changing landscape.
Society demands upskilling to benefit from the changes. Lifelong learning, human-centred skills and continuous development have, thus, become essential. Learning through partnerships and aligning with global curriculums open up perspectives for both students and educators. It allows them to explore innovative pedagogies and teaching methodologies to ensure smart education. The insights, knowledge and cross-cultural experiences gained from such connections bring depth and meaning to both education and personal development.
International conferences, Olympiads and academic events foster both personal and professional growth. Such platforms focus on generating or exploring creativity, problem-solving skills and collaboration, engaging the participants in the context of global challenges and sustainability.
I recently attended a global conference — International NextGen Olympiad Immersion Programme at the Asian Institute of Technology in Bangkok. Organised by GEIST International Foundation, a platform for professional and skills development, in partnership with institute, the event created an inter-generational collaboration between young learners and professionals.
It was inspiring to see how they empower learners to bring ideas to life and give them the tools that they need to thrive in a fast-moving world. Participants walked away with valuable experiences, ideas and meaningful connections that transcended both language and cultural boundaries.
This five-day event, held in July 17–21, brought together students, educators and researchers from across the world. Delegates from Vietnam, Nepal, India, the Philippines, the United Arab Emirates, Myanmar, Malaysia, Bangladesh, and Thailand shared insights, research and personal experiences, highlighting education’s power to inspire changes and foster global collaboration.
The platform provided opportunities for students to showcase talent and creativity while it also promoted cultural exchange and international camaraderie. The summit featured a wide range of academic and cultural activities, including research paper presentations on artificial intelligence, climate issues and global skills. STEM-based project exhibitions, wall magazine display, video sessions on the SDG charters, Olympiads, poster presentation, the art of problem solving activities, grammar relay race, recitation and extempore speeches on global issues and educational visits.
The convention opened at the AIT Conference Center with a keynote on ‘Developing Future Leaders: Integrating Critical Thinking in Education as a Core 21st-Century Skill,’ delivered by Khagendra Raj Dhakal, a specialist lecturer at King Mongkut’s University of Technology North Bangkok.
The presentation offered insights into the real-world application of critical thinking across education, work and daily life. A session on ‘Design Thinking,’ a human-centred and practical approach to problem-solving, was conducted by Prasad Nagaraj, a visiting teacher at the AIT and Singapore-based country head of Intellect Design Arena. The session focused on understanding and redefining problems to develop innovative solutions, emphasising strong connections and inclusive collaboration.
The STEM education and technology-driven solutions competition showcased international cooperation and collaboration, emphasising the curiosity and innovation needed to address global challenges and build a better future. The programme centres on tech-ed solutions, fostering a mindset of curiosity and problem-solving in students. Young learners presented research papers, creative projects, posters and wall magazines, all reflecting a shared commitment to innovation and sustainability.
The projects developed by the students mainly explored how artificial intelligence transforms major sectors such as health care, education, agriculture and climate action. As artificial ntellingece becomes increasingly embedded in people’s lives, it is crucial to shape its identity, purpose and role in society through the lens of ethics, empathy and responsible innovation. The Olympiad on the English language, leadership and sustainability at the summit conveyed an educational perspective, empowering the young people with intercultural values to help to achieve global sustainability goals.
Team Bangladesh, composed of 67 students and teachers, earned acclaim for its outstanding and innovative performance across all segments, winning gold, silver, bronze, special awards and jury medals.
The Thailand chapter ended on a meaningful note, featuring an award ceremony and cultural performances by students from participating countries. The conclave emphasized the importance of interdisciplinary learning to ensure sustainable teaching learning.
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Zakir Hossain is principal of the Robertsongonj High School and College, Rangpur.