In an education system where academic success is often narrowly defined by grades and examination results, robotics is beginning to reshape how learning is understood. At Glenrich International School in Satarkul, Dhaka, this transformation is already visible. Drawing on insights from a conversation with Principal Anit Arora, it becomes clear that robotics at the school is not treated as an extracurricular novelty, but as a central pillar of holistic education.
Arora describes robotics as a gateway to developing the kind of thinking skills that traditional classrooms often struggle to nurture. In the school's dedicated labs, students are not simply following instructions-they are solving problems. A typical session involves designing, building and testing a machine, only to watch it fail and then try again. This iterative process, he explains, is where the real learning happens. "A robot always fails the first time," he notes, emphasising that a child's response to that failure reveals far more about their development than any written test.
The results of this approach are already evident. Students at Glenrich have undertaken a range of hands-on projects that go beyond textbook exercises. One notable example is the development of a functional "Glen car", built using recycled materials such as old batteries and tyres. The vehicle, which students can sit on and drive, has not only demonstrated technical ingenuity but has also earned recognition at various forums in Dhaka. Such projects highlight how robotics education can combine creativity with practical engineering, encouraging students to think beyond conventional boundaries.
Beyond individual projects, the school has also made significant strides in embedding robotics into its broader academic framework. The programme begins as early as Grade 3 and continues through to senior levels, ensuring continuity in skill development. Rather than relying solely on external experts, Glenrich has invested in training its own teachers through structured partnerships, enabling them to deliver robotics education in a way that is both technically sound and pedagogically effective. This approach ensures that students receive guidance from educators who understand not only machines, but also how children learn.
A key achievement of the programme lies in its emphasis on inclusivity. Robotics is a compulsory subject at Glenrich, ensuring that all students-regardless of background or prior interest-are exposed to technological thinking. This has been particularly important in encouraging greater participation among girls, who are actively placed in leadership roles within project teams. By normalising their presence in technical spaces, the school is helping to challenge long-standing gender stereotypes.
The benefits of robotics learning, according to Arora, extend well beyond the classroom. Students engaged in such activities tend to perform better in subjects like mathematics and science, as they develop a deeper conceptual understanding through practical application. More importantly, they acquire confidence-the ability to approach unfamiliar problems without hesitation. In a future increasingly shaped by automation and artificial intelligence, this confidence may prove indispensable.
Looking ahead, Glenrich International School aims to expand and refine its robotics programme further. Plans include introducing more advanced projects for senior students, integrating emerging technologies such as artificial intelligence into the curriculum, and strengthening collaboration with global STEM education partners. The long-term vision is to create an ecosystem where students are not merely users of technology, but innovators capable of contributing to its development.
Arora also believes that the lessons learned at Glenrich have implications for the wider education system in Bangladesh. He argues that robotics and computational thinking should not remain confined to premium institutions, but should be incorporated into the national curriculum. Even schools with limited resources, he suggests, can adopt foundational methods using low-cost materials to teach problem-solving and logical thinking. The focus, he insists, should be on mindset rather than equipment.
As Bangladesh navigates the challenges and opportunities of the Fourth Industrial Revolution, the experience of Glenrich International School offers a compelling example of what is possible. By placing robotics at the heart of education, the school is not only preparing students for future careers, but also equipping them with the skills to think, adapt and lead in an increasingly complex world.