Md. Yeasir Arafat

The People’s Republic of Bangladesh, a fully independent and sovereign nation, paradoxically faces a profound crisis of self-reliance among its people, particularly its students. Even in the esteemed corridors of its renowned universities, a disturbing culture of dependency and lack of confidence pervades, perpetuated by systemic anomalies and ingrained prejudices. These factors have stifled the creative and critical thinking abilities of young minds, leaving them hesitant and unprepared to chart their own course.

First of all, it is necessary to discuss the interconnection among three terms: senior-junior relationships, exam notes, and the dependency of juniors on seniors. One of the most insidious practices in the higher education institutions of Bangladesh is the undue reliance on senior-junior dynamics, particularly concerning examination preparation. New students are often indoctrinated with the idea that success in exams is unattainable without seniors’ notes. Statements like, “In the end, you’ll need our notes to achieve good results,” create a culture of dependency that undermines potential. Freshers, gripped by fear and insecurity, begin to act subserviently in their quest for these materials, morphing into mere shadows of their true selves.

From this dynamic, two archetypes emerge. The first group uses the notes as a foundation, building upon them with their own insights. The second group, however, blindly internalises the notes, believing them to be the only pathway to success or to take part in examination somehow. This practice is often romanticised as a tradition that strengthens senior-junior bonds, but its long-term consequences are far more sinister. Instead of fostering independence, it perpetuates a cycle of intellectual reliance that is deeply corrosive to personal growth.

In truth, if a student diligently attends classes, understands the curriculum, and follows their teachers’ guidance, they should be capable of preparing comprehensively on their own. Yet fear, planted by this toxic culture, erodes their self-confidence. The damage is threefold: students lose faith in their own abilities, become perpetually reliant on pre-prepared materials, and abandon the pursuit of independent thought. In a healthier academic environment free from such fear, students would have the courage to explore, innovate, and create. Genuine educators champion creativity, yet this culture of dependency suffocates it entirely.

Moreover, technological advancements, while promising, have introduced a new layer of dependency. The use of AI tools like ChatGPT, for instance, has created an alarming shortcut culture. Tasks that once required extensive research and effort are now completed with a few clicks. While technology can serve as a helpful aid, students often fail to critically engage with the material they extract, reducing learning to a superficial exercise. This trend further weakens their intellectual rigour, leaving them ill-prepared for real-world challenges.

Another glaring issue is the practice of course instructors providing students with exam question suggestions before examination under the countless requests by the students or in complicated circumstances. In the limited timeframe of semester systems, teachers already struggle to cover the full breadth of their syllabus. Offering such suggestions narrows the academic scope even further, turning exams into rote exercises. This practice not only diminishes the pursuit of knowledge but also fosters a generation of students focused solely on grades rather than understanding. They cease to be seekers of knowledge, instead becoming mere test-takers.

These issues become more complicated with the disproportionate focus on rote memorisation in both academic and job preparation. Students memorise content for exams, achieving satisfactory results while neglecting the acquisition of practical knowledge and skills. Academic learning becomes a means to an end—a degree—rather than a foundation for future endeavours. This disconnection is exacerbated by the fact that many academic subjects in Bangladesh lack direct relevance to the job market and competitive exams, leaving graduates disillusioned and unemployed. A nation striving for progress cannot afford to have its brightest minds lost in this cycle of despair and disconnection.

Bangladesh still remains shackled by colonial-era mindsets and a culture of dependency, reminiscent of its past under British and Pakistani rule. The time has come for the country and its people to rise above these remnants of history and embrace self-reliance with a renewed vision. Students must take full responsibility for their own academic preparation, recognising that true learning comes from effort and engagement, not handouts. Teachers, too, must transcend the limitations of providing question suggestions, and nurture an environment that inspires creativity and independence instead.

The responsibility to reverse this trend lies with every individual involved. It starts from the family to other relevant phases and entities with the teachings of dignity and self-reliance. Students must reclaim ownership of their learning journey. Teachers and seniors can only provide guidance, not ready-made solutions. By spoon-feeding notes and suggestions, what are we cultivating? Dependency, complacency, and a fear of creative thinking. Is this truly the legacy we wish to leave behind?

The education system must be reimagined to prioritise knowledge and skill acquisition over mere certification. It must evolve into a practical, outcome-driven model that equips students for real-world challenges. The nation’s future depends on its ability to cultivate self-reliant, confident, and innovative individuals. Only then can Bangladesh unlock its true potential and chart a path of progress and prosperity.

The writer is a, Undergraduate student Department of Political Science University of Rajshahi.