Civic Sense Must Be Taught in Schools

Bangladesh is a country of astonishing contrasts. We are a land of vibrant culture, extraordinary resilience, and boundless human potential, yet we are also a society where civic sense—the simple awareness of responsibility toward our shared spaces and collective well-being—is glaringly absent. One can wander through Dhaka’s streets, observe the banks of Gulshan Lake, or even stroll past our neighborhoods, and the lack of civic consciousness becomes painfully obvious. Volunteers recently cleaned the lake separating Gulshan from Banani, removing piles of rubbish that had accumulated over time. And yet, it is only a matter of days before the same plastic wrappers, polystyrene, and miscellaneous waste return to the water. Residents, despite paying for regular waste collection, continue to toss garbage from balconies or onto pavements, showing little regard for the consequences of their actions. This scenario is not isolated—it is emblematic of a deeper societal malaise: our poor civic sense.

Civic sense is not merely about keeping one’s surroundings clean. It is the ethical and moral fibre that binds society together, a reflection of how we treat shared spaces, follow rules, and ensure the safety and dignity of our fellow citizens. In Bangladesh, the consequences of neglecting this principle manifest in traffic chaos, environmental degradation, blocked pavements, unsafe pedestrian zones, and rampant pollution. Yet, we rarely pause to ask why this is happening or, more importantly, how it can be changed. The answer lies, in large part, in education—or the lack thereof.

From early childhood, citizens in countries like Singapore, Japan, South Korea, and China are taught that responsibility toward the community is inseparable from personal development. These countries, guided by Confucian values, view education not just as a means to individual success but as a moral duty that shapes society. Children grow up understanding that spitting on the street, discarding waste improperly, or violating traffic rules are not mere inconveniences—they are failures of character and conscience. This collective awareness is not spontaneous; it is deliberately cultivated through curriculum, family values, and societal reinforcement. In Singapore, for instance, even taxi drivers work part-time honestly to fund their children’s education rather than resorting to dishonest shortcuts. In Japan, children participate in school-wide cleaning rituals, learn to respect public property, and understand that their actions ripple across society. South Korea’s “education fever” ensures not only academic achievement but also ethical formation and social cohesion. In all these societies, civic sense is intertwined with education, instilled from childhood, and reinforced through cultural norms.

In Bangladesh, we have no such systemic cultivation of civic sense. Children grow up witnessing adults throw wrappers into lakes, drive recklessly through congested streets, and disregard pedestrian rights. Pavements in cities like Dhaka are often blocked by petty shops or motorbikes, forcing pedestrians into unsafe, muddy, or flooded paths. Construction materials and waste litter public walkways, and stagnant water provides a breeding ground for mosquitoes that spread dengue and other diseases. These are not minor inconveniences—they are public hazards, and they reflect a society where civic awareness has been neglected for generations. The sad truth is that many citizens, while personally clean or orderly in their homes, show little regard for the larger community. Personal cleanliness without public responsibility is a hollow virtue.

So, why do we struggle with civic sense? The reasons are deeply rooted. Rapid urbanization has outpaced infrastructure development. Traffic and waste management systems are insufficient. Law enforcement is inconsistent, and corruption fosters a sense of impunity. But perhaps the most fundamental reason is the absence of a structured civic education system. Without learning the importance of shared responsibility, children internalize the message that rules are optional and community welfare is secondary to personal convenience. Habits formed in childhood—whether to throw waste responsibly, respect traffic rules, or keep public spaces clean—tend to endure into adulthood. And without intervention, the cycle perpetuates.

This is precisely why civic sense must be formally incorporated into Bangladesh’s national curriculum. Just as mathematics teaches logic, science teaches observation, and language teaches communication, civic education must teach responsibility, ethics, and public awareness. From primary school, children can be instructed on practical habits such as proper waste disposal, road safety, and respect for public property, alongside philosophical lessons on the importance of empathy, accountability, and social harmony. Lessons can be reinforced through school projects, community service, and experiential learning, where children actively participate in cleaning public spaces, organizing traffic awareness campaigns, or planting trees. These practices will instill the habit of thinking beyond oneself, a mindset crucial for a society plagued by overcrowding, pollution, and urban chaos.

Consider the impact of civic education in shaping national behaviour. Countries with high levels of public accountability consistently demonstrate lower pollution, more efficient traffic systems, and cleaner urban spaces. Singapore, for instance, is internationally recognized for its cleanliness and orderly society. Japan’s low crime rates, social trust, and civic-mindedness are a product of generations raised on the principle that one’s duty extends beyond personal comfort to the collective good. South Korea’s economic and technological miracle is built not only on education but on disciplined citizens who respect rules and contribute to societal advancement. These are not accidental outcomes; they are deliberate, long-term investments in human capital and civic virtue. Bangladesh, with its young population and dynamic workforce, can achieve similar transformation if civic sense is treated as a core educational priority rather than an optional social nicety.

Moreover, civic sense is deeply tied to national development and resilience. Public health, environmental sustainability, road safety, and social harmony all depend on responsible citizen behaviour. The cost of neglect is high: traffic fatalities, waterborne diseases, flooding due to clogged drains, air pollution, and the frustration of daily life. Conversely, cultivating civic sense fosters a culture of accountability, reduces systemic corruption, and enhances community cooperation. Teaching civic responsibility from childhood equips citizens to address future challenges collectively rather than individually, creating a more cohesive, resilient nation.

Implementing civic education also aligns with global trends. The United Nations emphasizes sustainable cities, environmental stewardship, and inclusive communities in its Sustainable Development Goals (SDGs). By prioritizing civic sense in schools, Bangladesh can integrate global best practices with local realities. Children educated in civic responsibility can become the advocates, volunteers, and leaders who drive cleaner, safer, and more inclusive cities. Public awareness campaigns, local community engagement, and partnerships with NGOs can complement formal education, creating a feedback loop that reinforces good behaviour.

Critics may argue that civic sense cannot be taught in classrooms—that it must emerge organically. Yet history and international experience show otherwise. Civic behaviour is learned, reinforced, and normalized through repetition and role modeling. When children see teachers, parents, and public figures prioritizing responsibility, they internalize these values. Conversely, ignoring civic education sends the implicit message that civic misconduct is acceptable or inconsequential. In Bangladesh, where population density, rapid urbanization, and environmental stressors amplify the consequences of individual actions, formal civic education is not a luxury—it is a necessity.

The lesson is clear: Bangladesh stands at a crossroads. We can continue to tolerate littered lakes, blocked pavements, traffic chaos, and environmental degradation, or we can educate our children to become responsible citizens who respect shared spaces and uphold collective well-being. Integrating civic sense into the national curriculum is not merely an educational reform; it is a moral imperative, a philosophical commitment to nurturing citizens who understand that their actions ripple across society. By investing in civic education today, we ensure cleaner streets, safer roads, healthier environments, and stronger communities tomorrow.

Civic sense is more than a set of rules—it is a mindset, a habit, a reflection of our ethical and social responsibility. It is the invisible glue that binds a society together, enabling cities to function, communities to thrive, and future generations to flourish. Bangladesh has all the resources it needs: a young, vibrant population, a rich culture of resilience, and the capacity to learn from global examples. What is missing is the deliberate cultivation of civic awareness, starting in the classrooms of our schools.

If we embrace this change, Bangladesh can redefine its narrative. We can transform from a society notorious for littered streets, reckless driving, and environmental neglect into a nation celebrated for responsible citizens, orderly urban spaces, and civic pride. Let us teach our children not only to read and write, but to respect their surroundings, value community, and understand that true progress depends on the choices we make collectively. The time to act is now. Civic sense is not a concept to admire from afar—it is a practice to live, starting from the hearts and minds of our children. Only then can Bangladesh fulfill its potential as a prosperous, responsible, and harmonious society.


Pranto Chatterjee is an
Electrical Engineer and is
currently pursuing an MSc in Autonomous Vehicle Engineering at the University of Naples Federico II in Italy.