Beyond AI Adoption: Aligning the National Curriculum Framework 2021 and Outcome-Based Education with AI-Enhanced Higher Education in Bangladesh
Keywords:
Artificial intelligence; higher education; Outcome-Based Education; National Curriculum Framework 2021; curriculum alignment; responsible AI; Bangladesh.Abstract
Artificial intelligence (AI) is reshaping teaching, learning, and assessment in higher education. However, its educational value depends not simply on the availability of AI tools but on how effectively they support intended learning outcomes and responsible academic practices. This paper proposes a context-sensitive conceptual framework for integrating AI into Bangladeshi higher education by drawing on university-level Outcome-Based Education (OBE) and selected competency-oriented principles from the National Curriculum Framework (NCF) 2021. Through a targeted integrative review of academic literature and relevant policy documents, the study brings together institutional conditions, responsible AI governance, curriculum alignment, intended educational outcomes, and feedback for continuous improvement. The analysis draws on established educational perspectives, including constructive alignment, the Technological Pedagogical Content Knowledge (TPACK) framework, UNESCO's AI competency frameworks, and recent research on generative AI integration. Rather than presenting an entirely new or empirically validated model, the paper offers a conceptual synthesis tailored to the educational and institutional context of Bangladesh. Although the framework provides a basis for examining responsible and outcome-aligned AI integration, its distinctiveness requires further comparison with existing models, and its proposed relationships need empirical evaluation across universities and academic disciplines in Bangladesh.
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