Abstract

The study investigates university instructors’ perceptions of their institution’s readiness to implement an outcome-based education (OBE) curriculum in Bangladesh. It employs a qualitative methodology and case study approach, gathering information from local universities via interviews and questionnaires. The findings paint a complicated picture of educators’ hope and fear, as they realize OBE’s potential to greatly improve student learning outcomes. However, they also see a considerable gap in their thorough grasp and practical application of OBE principles. The study finds five major difficulties in the proper deployment of OBE. These include limited professional development opportunities, insufficient resources, and a lack of institutional support. Teachers report feeling unprepared to design and evaluate OBE curricula, citing the need for more comprehensive training and clearer guidelines. Furthermore, the change from a traditional content-based curriculum to an outcome-based framework has logistical and pedagogical obstacles that necessitate significant adjustment. The study indicates that, with the proper assistance, implementing OBE in Bangladeshi institutions is both doable and potentially transformational. It highlights the necessity of educators’ ongoing professional growth, sufficient resource allocation, and strong institutional support systems. By tackling these difficulties and capitalizing on OBE’s potential benefits, Bangladeshi universities can improve higher education quality and better equip students for the modern workforce. The study emphasizes the significance of a collaborative effort between educational policymakers, institutional leaders, and instructors to ease the transition to OBE. This study contributes to the greater discourse on educational reform in developing nations by providing insights and recommendations that are relevant to similar contexts globally.