Future-readiness and employable ICT skills of university graduates in Bangladesh: an analysis during the post-covid era

Abstract

The COVID-19 pandemic had a profound effect on our society, changing both the workplace and educational landscapes. This study aims to evaluate the ICT readiness of university graduates. It examines the usefulness and accessibility of the existing technology infrastructure found in the institutions of Bangladesh. In this study, a mixed-method inductive approach has been employed. This study utilized surveys and in-depth interviews to collect data from participants. The study’s total sample size is 500. Snowball sampling and random purposive sampling have been used to select study participants. This study utilized human capital theory and consensus theory to provide a comprehensive underpinning of the situation in Bangladesh. The findings of this study indicated that the graduates have adequate ICT skills for future readiness for employability (A = 39.6%, SA = 29.4%). The result also indicates that the universities in Bangladesh have adequate opportunities to improve their ICT infrastructures for students (A = 49.4%, SA = 24.4%). To improve ICT skills among graduates, the study prescribes several policy recommendations, including collaborative efforts, career counselling, and industry-academia collaboration. By recognizing the need for ICT skill advancement initiatives and infrastructures during the Fourth Industrial Revolution (4IR) period, this study also advises and contributes to future graduates, researchers, academicians, university faculties, policymakers, and government officials.

Keywords:

• ICT skills
• sustainable employability
• university graduates
• 4IR
• Bangladesh

Reviewing Editor:

• Geng Yuqing, Shanghai Dianji University, China

Subjects:

• Employment & Unemployment
• Sustainable Development
• ICT

Introduction

The COVID-19 pandemic is an unparalleled worldwide catastrophe, impacting the whole of the human population. The onset of the COVID-19 pandemic has significantly impacted society, leading to a fundamental shift in the fields of education and work. Investigating the intersection of Information and Communication Technology (ICT), contemporary education, and career opportunities has become a crucial area of study in Bangladesh, as the young population is becoming more and more fixated on technology after the COVID-19 period. The global crisis has prompted a wider embrace of digital systems, leading to a transformative impact on the labor market for IT software professionals and the qualifications needed for career opportunities (Rahaman et al., 2023). The significance of ICT has seen a substantial increase in the digital age with the advancement of the Fourth Industrial Revolution (4IR) in Bangladesh. Recent graduates need to have a wide range of skills to effectively demonstrate their abilities and academic accomplishments in the labor market. Significant challenges remain stemming from a lack of marketable skills and recognition in academia, which hampers their competitiveness (Ali et al., 2018; Alam et al., 2024).

In this period marked by remarkable advancements in technology, the integration of education, technology, and labor market preparedness plays a crucial role in enhancing individual empowerment, stimulating economic revitalization, and assuring the worldwide competitiveness of the nation. Bangladesh, a highly populous country situated in South Asia, has been consistently making progress towards attaining economic development and cutting-edge technology breakthroughs in recent years. The country’s quick economic development has been further accelerated by the flourishing IT and telecom industries, as well as the rapid expansion of its youthful labor force. Amid the COVID-19 epidemic, firms were required to exhibit genuine leadership, use sophisticated technology, and cultivate a forward-looking atmosphere to tackle resource allocation and surmount regional isolation (Vahdat, 2021). It is suggested that cutting-edge fourth-generation technology in the industrial sector be used to enhance resilience, efficiency, and economically viable manufacturing practices in the future (Kamarthi & Li, 2020). The COVID-19 epidemic has highlighted the immediate need for rapid and practical training and retraining, particularly for people seeking higher education, to ensure their continued competitiveness and adaptability in the constantly changing work market. According to the latest statistics from the Bangladesh Bureau of Statistics (BBS), the per capita income of Bangladesh has risen by $643 to $2,765 during the last five years (2019–2023).

The COVID-19 pandemic has led to an increased use of technology-based remote learning in less developed nations like Bangladesh. In these countries, the vigilance of instructors and students, as well as economic stability, have a significant impact on students’ decisions (Kabir et al., 2020). Online courses provide students the freedom to tailor their educational experience according to their needs, giving unparalleled convenience, flexibility, and seamless acquisition of skills. By obviating the need to attend lectures physically, students not only save substantial amounts of time and resources required for commuting to educational institutions but also get financial advantages (Bower et al., 2015). However, the display of this exceptional ability depends heavily on the competence and readiness of its educated graduates to embrace and enhance this era of digital revival effectively. The use of digital education techniques has also exposed disparities and obstacles, leading to unprecedented circumstances (Oyedotun, 2020; Islam & Alam, 2024). For instance, during the pandemic, Bangladesh saw a significant digital divide between privileged and unprivileged people in terms of integrating advanced technologies in education and enhancing skills.

Bangladesh’s employment market is now grappling with the dual challenges of accommodating a significant youth population and addressing the disruptions brought about by the 4IR (Khatun et al., 2022). The skill needs of employers are changing due to the ongoing structural change in the Bangladeshi economy. There has been a rise in demand for workers who possess a diverse set of ICT talents that enhance their schooling. Employers are placing a growing importance on soft skills in addition to hard talents. Consequently, to remain competitive, young individuals seeking employment must acquire a wide range of skills and competencies. Unfortunately, Bangladesh’s young may lack the essential skills needed for work preparation, which the country’s current educational system is unable to provide. Consequently, Bangladesh is unable to benefit from its demographic dividend due to the elevated level of unemployment among the nation’s young population.

The purpose of this study is to assess university graduates’ ICT proficiency to understand their future readiness in the job market. The study also analyzes the availability and efficacy of the technological infrastructure at the universities of Bangladesh. The study, therefore, guides and contributes to future graduates, researchers, academicians, university faculties, policymakers, and government officials by acknowledging the need for ICT skill advancement initiatives and infrastructures in the 4IR period. Thus, based on the research gap, the research establishes research questions given as follows:

RQ1: What is the condition of the future readiness of university graduates in developing ICT skills for employability?

RQ2: What technological infrastructures are available at universities to enhance the ICT skills of graduate students?

Literature review

Significance of the ICT skills for employability opportunities

The contemporary labor market is characterized by quick changes in labor requirements, which are not constrained by geographical boundaries and do not take into account temporal or spatial considerations while seeking work. These developments are also evident in the increasing popularity of ICTs and their widespread impact on global economic growth. According to Autor (2015), as a result of the widespread integration of computer technologies throughout several sectors of the economy, a significant proportion of IT technicians are employed by companies and sectors other than those specifically focused on ICT. Hence, the workforce is distributed throughout several sectors of the economy, including banks, insurance firms, manufacturing enterprises, government organizations, research institutions, and other related entities. Bello et al. (2013) argued that with the continuous progress of ICTs in many industrial and commercial sectors, employees in the 21st century are facing problems due to the emergence of new skills. Ra et al. (2019) supported this argument by stating that the new skills that have emerged due to the advent of ICTs are not only affecting workers but also presenting significant difficulties to educational and training institutions. However, Tejedor et al. (2020a) necessitated that incorporating ICT skill-based learning into the university curriculum as a cross-training subject is both challenging and necessary to provide students with the necessary abilities for success in the labor market (Zohir et al. 2020; Alam & Sharmin, 2023).

Garrido et al. (2010) highlighted proficiency in ICT dramatically impacts the enhancement of employment prospects for people from marginalized sectors. In the study of Saad and Majid (2014), the authors investigated the employers’ perspectives on the five key employability skills that they deem essential for graduates to possess in order to be deemed marketable within the employment market. This research included conducting a survey of 299 Malaysian employers representing different agencies and organizations that hire graduates in the fields of engineering and ICT. The results indicated that employers highly value problem-solving, tool-handling proficiency, presentation abilities, and collaborative skills as essential skills expected from students. Students must possess proficiency in ICT skills and contemporary tools within their field of specialization, along with a strong motivation to learn and use knowledge in these domains. The results are valuable for enhancing universities’ comprehension of the applicability of ICT skills, which are often regarded as crucial, and enabling them to more effectively prepare their graduates in accordance with industry demands.

As stated by Chowdhury and Miah (2019), employment characteristics include a collection of talents and attributes that enable individuals seeking work to effectively perform their professional duties. The acquisition of these abilities is not only necessary for securing the desired employment but also crucial for sustaining work performance. According to Khatun et al. (2022), many developing nations have seen changes in their economic structures due to the fast transformation of the globe during the Fourth Industrial Revolution (4IR), which has also led to an increased need for skills. This is supported by Tushar and Sooraksa (2023), stating that it is expected that these alterations will become more pronounced in the future, particularly in the aftermath of the COVID-19 pandemic. In order to succeed in the 4IR period, graduates must acquire the necessary ICT skills. The BIDS research report (SEIP, 2017) revealed a significant talent gap in Bangladesh’s IT industry. The importance of computer skills in the contemporary job market is increasing, as they may serve as a valuable addition to formal schooling (Khatun & Saadat, 2021).

Employment opportunities in the post-covid era

According to Shahriar et al. (2021), the current educational system in Bangladesh primarily emphasizes cognitive development, but the labor markets in the aftermath of the COVID-19 pandemic need individuals with specialized knowledge, relevant skills, and appropriate attitudes. The COVID-19 pandemic has highlighted the need to be able to effectively use digital technology for everyday problem-solving in modern society (Sá et al., 2021).

According to Hossain (2021), the COVID-19 pandemic has had significant adverse effects on the socioeconomic well-being of the marginalized community of Bangladesh. The study was conducted using only secondary data sources. Based on the research results, there has been a notable rise in unemployment and poverty rates among individuals residing in both urban and rural regions throughout the nation. The anticipated number of temporary employment losses resulting from the two-month shutdown in the nation ranged from 12 to 17 million.

However, according to Bhuiyan et al. (2023), Bangladesh can progress its economy with the proper utilization of ICT. In this research, the authors conducted an evaluation of the present and prospective capabilities of the digital economy in Bangladesh, aiming to promote the advancement and economic well-being of the country by the year 2041. Given the emergence of the Fourth Industrial Revolution (4IR) and new technologies, it is imperative to prioritize the use of Information and Communication Technology (ICT) in Bangladesh after the pandemic. A qualitative technique was used in the methods part, using secondary data. The results suggest that both companies and people have a comprehension of the digital economy, which may help reduce the digital gap and develop a strong link between technology and the economy. The results also emphasized that Bangladesh now holds the 40th position among 193 countries. However, due to the progress of the digital economy, it is projected to ascend to the 24th position by 2034. Therefore, by effectively leveraging information and communication technology (ICT) across all economic sectors, Bangladesh has the potential to advance its economy beyond the constraints posed by the COVID-19 pandemic.

The employability and skills development of graduates are crucial factors that significantly influence their future employment success. The issue of graduate employability has gained significant attention and raised worries in both national and global labor markets, mostly due to the growing number of jobless individuals, which has been further exacerbated by the COVID-19 pandemic. The investigation conducted by Alam et al. examines the association between abilities and employment possibilities. The study used a mixed-method research approach, using questionnaires and in-depth interviews as data collection methods. The study’s empirical results indicate that university graduates possess a strong understanding of the necessary skill development for their future employability, hence contributing to their professional achievements.

Technological infrastructures at the universities of Bangladesh

Hoque et al. (2023) have identified in their study a range of desired skills and traits for employability, including but not limited to communication, collaboration, teamwork, problem-solving abilities, proficiency in computers and technical expertise, honesty and integrity, diligence, flexibility, managing time, leadership, personality traits, and educational outcomes and knowledge. The survey revealed that the majority of graduates do not possess the requisite skills as envisioned by companies in Bangladesh (Uddin, 2021). The COVID-19 pandemic has expedited the worldwide transformation of education with an emphasis on ICT skills adaptation for learners. However, as mentioned by Ramij and Sultana (2020), the adoption of remote education in impoverished countries is impeded by obstacles such as limited resources, high costs of internet access, economic downturns, and mental strain. Families with varying financial levels can also provide challenges for students pursuing online education, as not all people have access to the internet, and even those who do may not find the more contemporary concept of online learning appealing.

Bangladesh encounters substantial obstacles in the execution of digital educational efforts due to its constrained financial situation, insufficient advancement in infrastructure, subpar proficiency in the English language, and scarcity of financial resources (Aziz, 2020). Bangladesh made efforts to ensure equitable allocation of educational resources. Nevertheless, Khan (2014) mentioned that the advent of the internet transformed this objective by providing inexpensive access to a constantly growing and readily accessible learning environment.

As stated by Habiba and Ahmed (2020), academic libraries have a wide range of information technology resources. Nevertheless, a considerable proportion of library managers expressed concerns over insufficient financial backing and a shortage of competent staff. Bangladesh is experiencing a decrease in its Gross Domestic Product (GDP), inadequate telecommunications infrastructure, and a widely dispersed population. As a result, it is crucial to make accurate technical decisions to ensure operational efficiency. Cloud computing is revolutionizing education by significantly altering traditional information technology infrastructures. However, the implementation of this system in Bangladesh is hindered by the ever-changing educational methods and technologically skilled student population, supported by Islam et al. (2017). The disparities between well-established and recently established educational institutions can be attributed, at least partially, to the deficiencies in the available resources offered by university libraries, the utilization of computerized systems, internet connectivity, and technological amenities for accessing information.

The business sector in Bangladesh has dramatically influenced the field of higher education. The present versions of virtual universities demonstrate the possibilities of remote education, including individualized techniques, blended approaches, integrated models, community-driven initiatives, collaborative endeavors, and technologically sophisticated academic institutions. The heightened degrees of resourcefulness and mastery shown by the source are strongly linked to improved efficiency, which undeniably leads to substantial future advancements in monetary profits (Epure et al., 2014). There is a notable difference in the ICT infrastructure, with a large majority lacking sufficient devices, software, internet connectivity, data transfer capabilities, and advanced local networks in their educational institutions to support the digital information ecosystem. The significance of a substantial ICT infrastructure in higher education institutions cannot be overstated. The presence and effective use of these resources often determine the reputation of universities (Egoeze et al., 2014). Tertiary academic institutions should provide more resources to enhance their facilities and efficiently overcome the ICT challenges faced by their enrolled students (Siddiquah & Salim, 2017). Universities and colleges must prioritize providing focused education to their personnel, enabling them to adjust to the ever-changing digital learning resources adeptly. This might allow for the successful utilization and enhancement of the online learning infrastructure (Eze et al., 2018).

Methodology

Research method

This study has used mixed-methods research methodology. An inductive approach has been incorporated to analyze the hypothesis of the study and identify new theories. The qualitative data was obtained based on a theoretical framework to investigate university students’ future readiness regarding the ICT skills required for employment and to identify the available technological infrastructure at universities. Second, to collect the quantitative data, a survey was utilized, and to collect the qualitative data, interviews, Focus Group Discussions (FGD), and Key Informant Interviews (KII) were utilized in this study. The study used random purposive sampling and snowball sampling to gather information from relevant participants.

Data sampling

Random purposive sampling

In this study, the researcher uses a random purposive sampling approach, where the sample items are selected randomly based on their discernment and expertise. Researchers frequently believe they can obtain a representative sample by exercising qualified judgment while saving time and money. Due to the complexity of the research methodology and goals, this sampling approach may be advantageous when only a few individuals are available to act as the primary data source. While utilizing random purposive sampling for selecting participants, ethical considerations have been considered seriously, including obtaining informed consent, maintaining the anonymity of the participants, and maintaining data security to avoid potential risks to the participants involved.

Snowball sampling

Snowball sampling is a strategy used by research participants to attract new subjects for a test or study. It is used in instances of a scarcity of participants. In this study, snowball sampling has been utilized to gather government policymakers. The process for snowball sampling is as follows: first, the study determined the relevant contact professionals with a rigorous process to avoid bias. Second, the relevant individuals were approached to connect with the professionals. In this process, participants have been notified that additional names are not necessary.

Sample size

This research follows a mixed method, and the sampling framework is as follows based on the geographic location and attain the objectives of this research (Table 1):

Table 1. Sample size.

Participant’s identity	Sample size
Students of Public and Private Universities	480
Vice-Chancellors and Teachers of Public and Private Universities	10
Private Stakeholders	4
Government Stakeholders	4
Government Policymakers	2
Total Sample	500

Source: Created by the authors.

The study is based on a qualitative and quantitative approach, with a sample size of five hundred, and the sample structure is as follows:

1. The sample of qualitative research is twenty,

2. The quantitative study sample is 480.

Data collection techniques

In this study, both quantitative and qualitative data were gathered to provide a comprehensive overview of the phenomena. The survey research method was used to collect quantitative data. Additionally, Interviews, FGDs, and KIIs were employed to collect qualitative data. To collect primary data for the study, both semi-structured and structured questionnaires were developed. This study questionnaire was developed based on the 5-point Likert Scale.

Furthermore, this study utilizes the analytical hierarchy method to prioritize the various performance metrics. The indicators’ indices were determined using global priority weights. In this study, descriptive analysis, including frequency, percentage, and cumulative percentage, was employed to analyze the data collected. A KII with the stakeholders was executed to investigate the demand and supply elements of ICT skills-based learning for university students in Bangladesh (Table 2). Thematic analysis was employed to analyze the study’s qualitative data.

Table 2. Data collection tools.

Group of participants	Tools for data collection
Vice-Chancellors and Teachers Public and Private Universities	Semi-Structured Questionnaire for FGD and KII
Private Stakeholders
Government Stakeholders
Government Policymakers
Students of Public and Private Universities	Structured and Semi-Structured Questionnaires (5-Point Likert Scale Questionnaires)
Total sample	500

Source: Created by the authors.

Source of data

In this research, a combination of questionnaires, focus groups, and inspections have been used during site visits for the Human Resource Development programs in order to gather information regarding the program’s implementation in Bangladesh. All conversations have been taped, transcribed, and analyzed inductively for themes. The primary data sources for this study are considered government stakeholders, experts, local implementing bodies, and the beneficiaries. The triangulation of data from questionnaires, interviews, focus groups, and key interviews strengthens the findings by providing multiple perspectives and allowing for cross-checking of information. This increases the reliability and validity of the data sources.

Machines, materials, and technologies

In this study, Microsoft Excel and Google Forms have been utilized to collect information from the participants. Statistical Package for the Social Sciences (SPSS) is a statistical program that allows rapid and predictable data analysis based on specified data sets. For the quantitative analysis of the study, IBM v24 was utilized. By following these instructions to run this software: Load the whole table file; Import the data appropriately into SPSS; Give specific commands of SPSS; Retrieve the results; Conduct a graph and charts analysis; Conclusions based on the investigation have been drawn. In addition to this, for analyzing the qualitative data and generating codes, themes, and sub-themes, NVivo has been utilized.

Data analysis mechanism

This study utilized thematic analysis to analyze the qualitative primary data gathered via interviews, FGDs, and KIIs. Thematic analysis has been adopted in this study as the analysis method is useful for systematically describing phenomena, and the flexible use of this analysis method is widely recognized in all fields. Thematic analysis has been employed in this research by utilizing the guidelines of Braun and Clarke (2006).

The investigation used the documented answers and transcripts to derive its conclusions. The approach used in this research included field interviews, observations, and evaluations. The data underwent a systematic organization into topics and sub-themes, using logical methodologies, followed by a comparative analysis to draw conclusions. The author conducted a thorough analysis of the data acquired for this study, taking into account many factors such as ideology, themes, participant attributes, and coding. The findings of the thematic analysis of the dataset are shown in Table 3.

Table 3. Data analysis process.

Data Analysis Process	Explanations
Organizing the collected data	Data cleaning is an enormous challenge for this study in organizing the data.
Categorize the data for analysis.	Coding is essential to categorize the data into themes, structuring, and familiarizing, which are necessary for this study to understand the phenomena.
Identifying themes and sub-themes	This study will be exploratory research, and a theoretical framework is essential for generating themes and sub-themes for analysis.
Sort the categorized data in a thematic map.	This research looks for commonalities, generalizations, themes, latent meanings, and phenomena among the respondents in order to analyze the data.

Source: Created by the authors.

Under the themes and sub-themes, participants’ interviews are carefully aligned, maintaining the research objectives and reflecting the issues mentioned in the codes. During the process of creating themes, sub-themes, and codes, NVivo was utilized to arrange and organize the interviews that reflect upon the particular sub-theme. The interpretation of the interviews is analytically discussed to delve into the deeper context and understand the overall phenomena.

Theoretical framework

This research included several ideas, including the Consensus Theory and the Human Capital Theory (Figure 1). The Consensus Theory shows how cooperative efforts among stakeholders, faculty, universities, and policymakers can contribute to the development of ICT skills among graduates. At the same time, the Human Capital Theory guided how the incorporation of ICT skills contributes to human capital development in the post-COVID era.

Figure 1. Theoretical framework. Source: Created by the authors.

Human capital development theory suggests that education and training may increase productivity (1961). The fundamental tenet of the concept is that human capital is a nation’s most valuable resource and that fostering economic progress requires investments in the development of human capital. The idea is relevant to Bangladesh’s post-COVID skills demand age when graduates’ ICT skill acquisition is now essential for individuals wishing to obtain acceptable employment opportunities. Like Bangladesh’s Fourth Revolution Period, the ICT proficiency of graduates is crucial to the nation’s economic development.

According to the mainstream view of employability, developing graduates’ skill sets, specifically their human capital, is essential to increasing their employability and helping them advance in their jobs. There are several factors that impact the employable opportunities of graduates, such as access to technology, infrastructure, or industry-specific needs. The hypothesis suggests that the cooperative efforts of different stakeholders may lead to the success of skills development projects. This can be achieved via effective industry-academia collaboration to mitigate the skills mismatch in the job market. By maintaining an increased level of accountability and transparency in the collaborative efforts, the potential challenges of forming and maintaining partnerships between diverse stakeholders can be avoided. Through productive partnerships between students, graduates, instructors, education experts, universities, and policymakers, graduates in Bangladesh may also be prepared for the future.

Findings

In this section, we have recorded the results of the university graduates’ readiness regarding ICT skills for employment, the technological infrastructures’ availability at the universities for the ICT-based learning system, and the advancement of ICT skills.

The readiness regarding ICT skills required for employment

The respondents were asked regarding their readiness for ICT skills for employment, ‘Do you agree that you have adequate ICT skills for employment?

Table 4 shows that the majority of respondents (69%) agreed that they had sufficient ICT skills for employment. On the contrary, only 9.8% of respondents reported that they do not possess enough ICT skills for employment.

Table 4. The adequacy of ICT skills for employment.

	Frequency	Percent	Valid Percent	Cumulative percent
1	20	4.2	4.2	4.2
2	27	5.6	5.6	9.8
3	102	21.3	21.3	31.0
4	190	39.6	39.6	70.6
5	141	29.4	29.4	100.0
Total	480	100.0	100.0

Note. 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.

Source: Created by the authors.

One participant added,

There is huge scope to advance my ICT skills. Because my university’s technological infrastructure is well-equipped. The available technological infrastructures at my university are an e-learning system, computer lab, ICT skills tutorial center, etc.

[Res07]

Another respondent replied,

The major problem in my university is the weak internet connection, which is the backbone of technological infrastructures. Sometimes, we are unable to get opportunities from technological infrastructures due to this problem.

[Res11]

Another anonymous participant said,

Our university’s technological infrastructures are sufficient for us. However, materials like computers and printers are obsolete. As a result, we are sometimes unable to run that equipment.

[Res04]

The results indicate that the students think that they have adequate ICT skills and they are ready to enter the job market. The responses indicate that students had the opportunity to enhance their ICT skills as their universities are well-equipped with modern technological equipment. However, other participants responded that there are several obstacles to attaining ICT skills, and they indicated weak internet connection and a lack of adequate materials for their weak ICT skills and knowledge. Participants mentioned they lacked several skills, such as technical skills (e.g. Java, Python, and C++), ICT skills (e.g. Microsoft Excel, Powerpoint), and soft skills (e.g. Communication, leadership, critical analysis, problem-solving abilities, and time management).

To know more about the satisfaction with the ICT skills captured by the graduates’, they were asked, ‘How satisfied are you with your ICT skills (e.g. Programming and Coding, Database Management, Word Processing, Computer Literacy, etc.) for employment?’.

Table 5 shows that a significant majority (65.5%) of respondents agreed that they were satisfied with their ICT skills. However, almost 12% of the respondents disagreed that they were not satisfied with the ICT skills they earned for employment. They think they need to develop their ICT skills, such as programming and coding, database management, word processing, and computer literacy, for employment.

Table 5. The satisfaction with their ICT skills.

	Frequency	Percent	Valid Percent	Cumulative Percent
1	30	6.3	6.3	6.3
2	27	5.6	5.6	11.9
3	108	22.5	22.5	34.4
4	177	36.9	36.9	71.3
5	138	28.7	28.7	100.0
Total	480	100.0	100.0

Note. 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.

Source: Created by the authors.

One participant said,

Proficiency in database management is essential in the current digital environment, and I possess the necessary skills to oversee databases confidently. This is due to the comprehensive coursework and practical projects provided by the institution.

[Res19]

Another respondent replied,

The college acknowledges the necessity of integrating word processing and computer literacy into a diverse array of program offerings. I possess a prominent level of assurance in my aptitude to proficiently utilize these resources inside a professional setting.

[Res16]

Another respondent added,

The language club plays a crucial role in enhancing students’ ability to communicate effectively, a fundamental skill necessary for success in any professional field.

[Res21]

The availability of technological infrastructure at the universities

The respondents were asked about the existing technological facilities at their universities. They asked, ‘Do you agree that the university is adequately equipped with technological infrastructure?’

Figure 2 demonstrates that 60% of the total respondents agreed that the universities have adequate technological infrastructures. The accessibility of technological tools helps students prepare themselves for the job market. The universities also utilize this technological equipment to conduct skills development seminars, conferences, and workshops. On the other hand, only 25% of respondents negatively reported that the universities are inadequately equipped with technological infrastructures. They argued that the universities should provide more technological infrastructures for the advancement of technological facilities. The inadequacy of the technological infrastructure hampers students to use computer laboratories when needed. Additionally, they cannot utilize computer laboratories to enhance their skills by engaging in various skills development platforms due to the lack of speed of internet connectivity and outdated computers.

Figure 2. Technological infrastructure at the universities.

Source: Created by the authors.

One participant reported,

The current university IT systems are satisfactory. Essential resources and equipment exist, with potential for further improvement.

[Res11]

One participant said,

The extent to which universities in Bangladesh are equipped with modern technologies is uncertain. While it may meet certain requirements, it may also have shortcomings, particularly when it comes to advanced tools and techniques.

[Res17]

One participant argued,

The existing configuration could be enhanced by incorporating resources such as upgraded computer laboratories, high-speed internet, and state-of-the-art software development tools. Investing in research and development facilities that focus on the advancement of innovative technology would be a prudent decision.

[Res04]

Those participants were asked about the productivity of those technological infrastructures for the ICT skill-based learning system. The question was, ‘Do you agree that those technological infrastructures are enough for ICT-based learning?’

Table 6 illustrates the availability of technological infrastructures for ICT skill-based learning. The result informs us that 20% of the sample group disagreed with the statement. Nevertheless, 66.1% of the respondents reported positively that those infrastructures are properly productive for the ICT skill-based learning system.

Table 6. The availability of technological infrastructure for ICT skill-based learning.

	Frequency	Percent	Valid Percent	Cumulative percent
1	17	3.5	3.5	3.5
2	77	16.0	16.0	19.6
3	59	12.3	12.3	31.9
4	159	33.1	33.1	65.0
5	168	35.0	35.0	100.0
Total	480	100.0	100.0

Note. 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.

Source: Created by the authors.

One respondent argued,

Standard facilities at Bangladeshi universities include computer labs, complimentary software, and Internet connectivity. Enhancing practical abilities may include the implementation of additional specialized facilities, industry collaborations, and workshops.

[Res31]

One respondent reported,

The existing infrastructure might be enhanced by including elements such as upgraded computer laboratories, high-speed internet, and state-of-the-art software tools.

[Res29]

One respondent said,

….Virtual laboratories and collaborative platforms have the potential to enhance the educational environment.

[Res34]

One respondent added,

However, additional specialty facilities may be required to be developed expressly for direct training in sophisticated fields such as artificial intelligence, cybersecurity, and data science. These facilities would be purpose-built for this type of instruction.

[Res24]

The opportunities to improve ICT skills at universities

To know about the available opportunities to improve ICT skills at the universities, the respondents were asked, ‘Do you agree that the university provides proper opportunities to improve ICT skills?’.

Table 7 demonstrates the result of the respondent’s responses to the question. The result shows that 73.8% of the total respondents reported affirmatively that the opportunities to advance ICT skills are properly adequate for the improvement of their students’ ICT skills. Nevertheless, 12% of the total respondents negatively reported that those advantages are insufficient for the progress of their graduates’ ICT skills. They argued that the increment of those opportunities might be adequate.

Table 7. The opportunities to improve ICT skills at the universities.

	Frequency	Percent	Valid Percent	Cumulative Percent
1	27	5.6	5.6	5.6
2	30	6.3	6.3	11.9
3	69	14.4	14.4	26.3
4	237	49.4	49.4	75.6
5	117	24.4	24.4	100.0
Total	480	100.0	100.0

Note. 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.

Source: Created by the authors.

One participant added,

As a student, I appreciate the university’s efforts to assess and enhance our ICT proficiency. However, enhancing opportunities for multidisciplinary collaboration and exposure to developing technology could lead to greater preparation for the dynamic job market.

[Res22]

Another respondent reported,

We are exploring opportunities to strengthen our relationships with industry partners to ensure that our evaluation and improvement strategies align with the labor market’s ever-evolving demands.

[Res30]

The steps to improve its students’ ICT skills taken by universities

To know what steps were taken by the universities to advance their graduates’ ICT skills, the respondents were asked, ‘Do you agree that the university has measured steps to improve its students’ ICT skills?’

Figure 3 illustrates the results of the responses on the steps taken by universities to advance their graduates’ ICT skills. The result shows that 72% of participants agreed that the university had implemented measures to improve students’ ICT skills. Among these respondents, 19% firmly reported that universities take steps to advance the graduates’ ICT skills, such as conducting seminars, conferences, and workshops by engaging with training institutions and industry professionals. This creates a scope for enhancing industry-academia relationships by the institutions and contributes to counselling and guiding graduates to equip themselves with demandable ICT-related skills. On the other hand, only 10% reported that the steps taken by universities for the improvement of ICT skills are insufficient.

Figure 3. The steps were taken by universities to improve students’ ICT skills. Source: Created by the authors.

One participant reported,

Workshops, seminars, and joint ventures with professionals in the relevant field may all be included in initiatives. Universities may impose prerequisites like internships and other forms of required practical experience.

[Res36]

Another participant added,

Assessing our ICT application abilities is of utmost importance through practical evaluations such as coding projects, simulations, and real-world case studies.

[Res33]

One respondent replied,

Engaging in initiatives that entail cooperation with well-established enterprises can be quite beneficial. These projects help us transition from theoretical classroom learning to practical, real-world application by providing us with genuine challenges and clarifying the principles of our chosen profession.

[Res41]

One participant said,

The university’s internship courses provide an opportunity for us to use our understanding of ICT in practical situations.

[Res3]

Discussion

Employment readiness in ICT skills of university graduates

This research indicates that graduates possess sufficient ICT skills to be eligible for employment. Nevertheless, they must further improve their talents. The findings showed that the majority of the 437 university graduates surveyed need additional soft and technological skills to enhance their prospects for future employment. Similar to the findings of this study, Hossain and Sormunen (2019) illustrated in their study that a considerable percentage of students questioned at both academic and training institutions showed a substantial degree of confidence in their competence in using computers and the Internet. They are well aware of the skills needed in the job market and equip themselves with the essential skills (Alam et al., 2023).

According to the findings of Saad and Majid (2014), based on the multinational companies (MNCs) perception, the five most important employability skills are problem-solving capabilities, skills in using modern engineering/ICT tools, confidence and effectiveness, acquisition of new knowledge, and effective teamwork capability. According to the results, the MNC’s perception indicated that they consider confidence and effectiveness as the major skills in finding a new job (M = 4.38, SD = 0.70) and the next skills they require the abilities and knowledge to effectively utilize ICT equipment (M = 4.35, SD = 0.65). Thus, it is essential for the graduates to equip themselves with the ICT skills to remain competent in the current era (Alam et al., 2022).

Nevertheless, the results of this study contradict the results of Sarkar et al. (2016). Sarkar et al. (2016) highlighted in their findings that while industries emphasize having the ICT skills of the graduates, they are not engaging in the learning or training process to attain ICT skills. The results indicated that while students engage in enhancing skills in teamwork, adaptability, time management, analytical and critical thinking, and communication, they lack encouragement and engage in enhancing skills, including ICT skills, technical skills, research skills, commercial analysis, mathematical knowledge, and disciplinary knowledge. Similarly, Abubakar (2010) reported that students have insufficient expertise in online research and media literacy.

The findings of the research depicted that university graduates express contentment with the ICT competencies necessary for securing jobs. Approximately 77.5% of students express contentment with their proficiency in Microsoft Office, PowerPoint, and Excel, acknowledging its importance in both professional and personal settings. Similarly, according to the study of Batez (2021), globally, the COVID-19 epidemic has led to a great shift in educational practices, and online learning has now come of age. A total of 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, were evaluated in this research. The findings indicate that there are discrepancies between students’ assessed ICT skill levels and those required for online learning; specifically, students believe they have more ICT abilities than are required for online learning (p < 0.05). Additionally, a relationship has been shown between ICT proficiency and contentment with online learning, indicating that students who possess greater ICT expertise are also more happy with online learning (p < 0.05). Another relationship has been found between the degree of ICT usage and student happiness with online learning: the more ICTs are used, the more pleased students are going to be (p < 0.05).

However, there remains a significant gender disparity in utilizing and enhancing the ICT skills of the graduates. According to the findings of Wang and Degol (2013), male graduates are well-equipped with ICT skills, whereas female graduates lack proficiency in ICT skills. Thus, they remain behind in the job sector, too. Additionally, socioeconomically disadvantaged graduates lack sufficient opportunities to enhance their ICT expertise, and so they remain incompetent in the job market, too.

Technological infrastructure available in universities

The primary goal of higher education should be to nurture individuals with deep cognitive capabilities and a complete range of practical ICT competencies that can be conveniently used in professional settings. This study indicates that the universities in Bangladesh possess enough technical infrastructure to enhance the ICT capabilities of its graduates. According to the study of Islam et al. (2017), the educational institutions of Bangladesh lack cloud computing technology and should be equipped with it in teaching and learning systems. By using cloud-based information technology services, educational institutions are able to concentrate more effectively on providing critical tools to students, instructors, professors, and staff. However, it is highlighted that it is challenging for Bangladesh to equip cloud computing systems in all the educational institutions, including financial cost, security, and reduced operational governance control.

The results indicated that the universities have sufficient infrastructure to support the ICT skill-based learning system. Most of the facilities exhibit a high level of productivity. To have a positive impact on the Bangladeshi economy, it is imperative that the university authority effectively manages and operates to ensure the production of highly trained graduates in the field of ICT. The scarcity of projectors and e-learning materials is a hindrance to the development of students’ ICT abilities, which vary across different educational levels.

The study of Oguguo et al. (2020) indicates that having adequate learning infrastructures and developing ICT skills are crucial. However, Oguguo and their colleagues have shown two major challenges in developing ICT infrastructures in the universities. The primary obstacle to the ICT skill-based learning system is the absence of adequate technical infrastructure. In addition to the technical infrastructures of the institutions, the professors’ expertise is also crucial. The insufficient expertise of instructors is seen as a significant obstacle to the implementation of the ICT skill-based learning system. In this regard, Ziphorah (2014) also highlights the challenges of integrating modern technologies in educational institutions. The research used a qualitative case study approach to investigate the difficulties and achievements in technology education, specifically focusing on the necessary circumstances for a technology integration framework. The findings highlighted that a major challenge is that teachers lack sufficient preparation and knowledge, which is heightened with institutions having a shortage of technology.

According to the viewpoint of 354 out of 480 respondents, there are significant prospects for enhancing ICT abilities at their institutions. Prakash (2018) disclosed comparable findings in this regard. He mentioned that conventional approaches to professional development, such as workshops and training in information and communication technologies, are insufficient. Rather, it is essential to implement a complete approach that builds customized learning networks that employ internet networks and platforms for exchanging knowledge (Prakash, 2018).

Conclusion

The findings of the study indicate that there is a positive correlation between graduates and ICT skills acquisition in Bangladesh. However, there is a need to develop the infrastructure in Bangladesh, and the universities have adequate opportunities to develop their ICT infrastructures. The acquisition of adequate ICT skills can provide a guarantee of decent employment opportunities among graduates. The increased rate of employment opportunities and employment can stimulate the economic expansion of Bangladesh. The paper is limited only to the ICT acquisition of graduates in Bangladesh. There is a scope for future research about the other domains of university graduates in Bangladesh. Besides, a comparative study would be appropriate to identify the lack of universities in Bangladesh and the opportunities for graduates.

Recommendations

Collaborative efforts

To accelerate advanced ICT education and scholarly endeavours, proper assessment of the technical infrastructure at educational institutions and recommendations for investments in hardware, software, and internet connections are needed. Collaborative efforts among the various stakeholders are also needed to assess and refine curricula regularly to ensure they meet the demands of the ICT industry in the future.

Career counselling

Planned career counselling and employability workshops are needed to help students develop their ICT skills, interpersonal and employability skills, metacognition, and intangible skills.

Industry-academia collaboration

There is a need for cooperation among governmental, educational, commercial, and non-profit organizations to provide a comprehensive framework for enhancing ICT proficiency.

Authors’ contributions

Conceptualization, M. J. Alam and K. Ogawa.; Methodology, M. J. Alam and K. Ogawa; Software, M. J. Alam; Validation, K. Ogawa; Formal analysis, M. J. Alam; Investigation, M. J. Alam; Resources, M. J. Alam; data curation, M. J. Alam; writing original draft preparation, M. J. Alam; re-writing, review and editing, K. Ogawa; visualization, M. J. Alam; supervision K. Ogawa; project administration, M. J. Alam funding acquisition, M. J. Alam. Both authors have read and agreed to the published version of the manuscript.

Ethical approval

This research manuscript is the author’s original work, which has not been submitted elsewhere for publication. This study involves human participants for survey purposes, and all procedures performed were under ethical standards and were approved by the Ethics Committee of the Department of Japanese Studies (DJS-EC Approval No.: 2023-ECA005).

Informed consent

Informed consent was obtained from all individual participants included in the study. All participants were provided with a detailed explanation of the study objectives, procedures, potential risks, and benefits, and they provided written consent before participation.

Acknowledgments

The authors are especially indebted to the reviewers for their valuable feedback and helpful comments during the article’s drafting process. Any remaining errors or inconsistencies remain solely those of the Authors.

Disclosure statement

The authors declare that they have no conflicts of interest relevant to this research study.

Data availability statement

To protect and preserve respondent confidentiality, the data sets developed or analyzed during the current study are inaccessible to the public. Still, they are available upon reasonable request from the corresponding author.

Additional information

Funding

This study is funded by the University Grants Commission of Bangladesh, Grant No. 37.01.0000.073.20.002.23.1983/1(3), June 22, 2023.