Teachers' challenges with CBE in Bangladesh: A phenomenological study

The competency‐based education (CBE) curriculum has reformed the education system of Bangladesh, shifting from traditional to skill‐oriented learning. Although CBE has been widely discussed, little attention has been given to the challenges faced by teachers in low‐resource contexts like Bangladesh. This study explores the challenges teachers face in implementing CBE in low‐resource contexts. Using a qualitative research method grounded in a hermeneutic phenomenological approach, in‐depth interviews were conducted with 23 teachers through a semi‐structured questionnaire. The findings show that while CBE has changed teaching, assessment and learning practices, teachers struggle with limited training, resource shortages, large class sizes, complex assessment systems, negative parental attitudes and technological gaps. Transitioning to student‐centred learning demands new teaching skills and continuous adaptation. To ensure successful implementation, the government should provide regular professional development, better resource support and manageable workloads. Moreover, a bottom‐up approach involving teachers, parents and other stakeholders is essential for collective understanding and sustainable adoption of the CBE system.