LETTERS: THE BANI concept, reflecting a world marked by brittleness, anxiety, nonlinearity and incomprehensibility, is fundamentally reshaping the field of education, including in curriculum development.
From mathematics and science to languages, social studies, history, and moral and religious education, this concept highlights the growing fragility, increasing uncertainty, complexities and the often puzzling nature of our world.
In simpler terms, it recognises that our world is now more prone to sudden changes, functioning in intricate ways, and frequently defying easy comprehension.
Traditional teaching methods are struggling to meet the demands of this rapidly changing landscape.
Consider, for instance, the impact of the Covid-19 pandemic, which disrupted educational systems worldwide and forced a swift transition to online learning.
This crisis laid bare the inherent vulnerabilities of our educational institutions and underscored the need for adaptability and resilience, not only in teaching methods but also in curriculum design.
However, these challenges extend beyond pandemics: we face the unpredictable consequences of climate change, disruptive technological shifts, and significant societal and political transformations that have become a regular part of our daily lives.
To infuse BANI resistance into education, educators and curriculum developers must emphasise the importance of critical-thinking and problem-solving skills across these subjects. These skills can be applied to real-world problems and situations transcending multidisciplinary areas.
By fostering an interdisciplinary approach, students can grasp the interconnectedness of these diverse subjects, preparing them for the non-linear and complex nature of the BANI world.
Additionally, educators should promote digital literacy, adaptive learning, and cultural awareness within their curriculum designs, all of which are valuable skills applicable to every subject.
Finally, by instilling a lifelong learning mindset and teaching students to be resilient in the face of uncertainty, we can empower them to adapt and excel, regardless of the subject matter they are studying.
Ultimately, education and curriculum should serve as a source of strength and adaptability, offering opportunities rather than causing anxiety in students across various educational spheres.
Dr Muhammad Noor Abdul Aziz and Professor Dr Nurahimah Mohd Yusoff,
School of Education,
Universiti Utara Malaysia
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times