Published: 12:18 AM, 02 November 2026
Prevalence of Business Studies Overshadows Scientific Lessons in Classrooms
Jamal Uddin Sarker
The growing popularity of business education in Bangladesh has raised important questions about the future direction of the country's education system. An increasing number of students are choosing business studies over science in schools and colleges because they believe business-related degrees offer better career opportunities and greater prospects for financial success. Although business education plays an essential role in developing entrepreneurs, accountants, managers and corporate professionals, the growing preference for this academic discipline at the expense of science education could create serious challenges for Bangladesh's long-term economic and technological development.
Bangladesh is aspiring to become a technologically advanced and economically prosperous country. The government has repeatedly emphasized the importance of innovation, digital transformation, industrial diversification and scientific research. However, these ambitions cannot be achieved without producing a sufficient number of scientists, engineers, medical professionals, researchers and technology specialists. If students increasingly avoid science subjects in favor of business studies, the country could eventually face a shortage of skilled scientific and technical professionals.
One of the most noticeable trends in many educational institutions is the growing attraction of students toward business studies. Many students and their parents consider business education comparatively convenient and less demanding than science education. They believe that studying accounting, finance, management, marketing and economics can lead to employment in banks, multinational corporations, private companies and government organizations. Others see business studies as a practical pathway toward entrepreneurship and establishing their own businesses.
These perceptions are not entirely unreasonable. Bangladesh has experienced considerable expansion in its banking sector, financial institutions, commercial enterprises, telecommunications industry and corporate business environment. The growth of the private sector has created demand for graduates with professional knowledge of accounting, financial management, marketing, human resources and business administration. Consequently, business education has become an attractive academic option for many young people.
Nevertheless, the problem emerges when students choose academic disciplines primarily because they appear easier or more commercially rewarding rather than because of their intellectual interests and long-term career ambitions. Scientific education should not be regarded as an unnecessary burden or an academic pathway reserved exclusively for exceptionally talented students. Science is the foundation of modern civilization and technological progress. Without scientific knowledge and research capabilities, no country can achieve sustainable industrial development or maintain competitiveness in the global economy.
Bangladesh's educational institutions must therefore reconsider the growing imbalance between business education and science-based learning. Science subjects provide students with essential knowledge of physics, chemistry, biology, mathematics and other disciplines that shape technological innovation. These subjects also develop analytical reasoning, experimentation, problem-solving abilities and evidence-based thinking. Such competencies are indispensable not only for scientific careers but also for addressing practical challenges in agriculture, public health, environmental protection and industrial production.
One major reason behind students' declining interest in science education is the perceived difficulty of scientific subjects. Many students struggle with mathematics, physics and chemistry because they lack strong foundations at the primary and secondary levels. When students fail to understand fundamental concepts during their early academic years, they often develop fear and anxiety about science. Instead of receiving appropriate academic support, some eventually move toward business studies or humanities.
The shortage of well-equipped laboratories is another significant concern. Science education cannot become meaningful if students are required to memorize theoretical concepts without conducting experiments or observing practical applications. Many educational institutions, particularly in rural and economically disadvantaged areas, lack adequate laboratory facilities, modern scientific equipment and sufficient practical learning materials. As a result, students often complete important stages of their education without developing practical scientific skills.
The quality of science teaching also deserves serious attention. Dedicated and qualified teachers are essential for encouraging students to explore scientific questions and develop curiosity. Unfortunately, some schools and colleges face shortages of experienced science teachers. Others depend heavily on traditional teaching methods that prioritize memorization over experimentation and critical thinking. Science should be taught through observation, laboratory activities, demonstrations and real-world applications rather than simply presenting complicated formulas and textbook explanations.
Financial considerations also influence students' academic decisions. In Bangladesh, studying science may involve additional expenses for private tutoring, laboratory materials and specialized educational support. Families with limited financial resources sometimes find it difficult to afford these expenses. Business studies may appear more affordable or manageable under such circumstances. Therefore, improving public educational facilities and providing financial assistance to disadvantaged students are important steps toward making science education more accessible.
Another concern is the growing influence of commercial coaching centers and the examination-oriented education culture. Students and parents often evaluate academic disciplines according to examination results, university admission prospects and perceived employment opportunities. This approach can discourage genuine intellectual curiosity. Education should not merely prepare students to pass examinations or secure certificates. It should develop knowledge, creativity, technical competence and the ability to contribute meaningfully to society.
The consequences of insufficient interest in science education could become increasingly serious for Bangladesh. The country's industrial sector requires engineers, chemists, material scientists, environmental specialists and technological experts. Its agricultural sector needs researchers who can develop improved crop varieties, modern irrigation techniques and sustainable farming practices. The healthcare system depends on medical researchers, pharmaceutical scientists and specialists capable of developing innovative solutions to public health challenges.
Similarly, the rapid expansion of information technology and artificial intelligence has created unprecedented demand for professionals with strong mathematical and scientific foundations. Bangladesh cannot fully participate in the global technological revolution if its education system fails to encourage young people to pursue science, engineering and research-based careers.
The country's ambition to diversify its export basket also depends heavily on scientific and technological capabilities. Although the ready-made garment industry remains a major source of export earnings, Bangladesh needs to expand into pharmaceuticals, electronics, advanced manufacturing, biotechnology and other knowledge-intensive industries. Developing these sectors requires a workforce equipped with scientific knowledge and technical expertise. Business graduates can manage these industries, but scientists and engineers are essential for creating their products, improving production processes and developing new technologies.
For this reason, educational policymakers should introduce measures to make science education more attractive and accessible. Schools and colleges must receive adequate laboratory equipment, modern teaching materials and digital learning facilities. Science teachers should receive regular professional training to adopt interactive and practical teaching methods. Scholarships and financial incentives could encourage talented students from disadvantaged backgrounds to pursue scientific disciplines.
Bangladesh must recognize that the future of its economy will depend not only on commercial activities but also on its ability to generate knowledge, develop technology and solve complex scientific problems. A country that neglects scientific education risks becoming dependent on imported technologies and external expertise. Such dependence could undermine economic independence and weaken its competitiveness in an increasingly technology-driven world.
The growing prevalence of business education should encourage policymakers to examine the underlying weaknesses of science education rather than blame students for their academic preferences. The objective should be to create a balanced education system in which business studies, science, humanities and technical education receive appropriate attention.
Bangladesh needs successful entrepreneurs, competent corporate executives and skilled financial professionals. Equally, it needs scientists, engineers, researchers and innovators who can transform ideas into practical achievements. Classrooms must therefore become places where scientific curiosity receives the same encouragement as commercial ambition. Only by establishing a healthy balance between business education and scientific learning can Bangladesh prepare its younger generation for the challenges of the twenty-first century and build a prosperous, innovative and technologically self-reliant nation.
Jamal Uddin Sarker is an ICT
trainer and a columnist.
