Abstract: The landscape of higher education in Bangladesh has notably transitioned from a traditional teacher-centered model to a student-centered approach that emphasizes achieving specific outcomes. This study examines the significant effort to implement an Outcome-Based Education (OBE) curriculum at the tertiary level in Bangladesh. Using qualitative methods, the research explores the perspectives of four Bangladeshi teachers on the integration of OBE, particularly in light of the curriculum policies established by the Bangladesh Accreditation Council (BAC). Data were collected through semi-structured interviews and classroom observations, then categorized, coded, and analyzed for themes. The findings reveal that teachers have both positive and negative views on the adoption of OBE in their classrooms. Positive outcomes include enhanced ability to design and refine instructional materials and establish learning objectives that meet students' needs and goals. Teachers also noted that OBE principles facilitate active engagement in learning and teaching processes, adaptable to various classroom settings. To successfully shift from a teacher-centered to a student-centered approach, the study suggests that teachers need to focus on creating interactive classrooms, selecting relevant materials, setting clear learning objectives, fully understanding OBE concepts, and implementing these through pair and group activities.
Keywords: Outcome Based Education (OBE); Higher Education in Bangladesh; Student-Centered Learning; Curriculum Policies; Teachers’ Perspectives.