Abstract: This study examines the influence of co-curricular activities on the development of critical thinking skills among students, which is critical for their academic and professional success. Despite the increasing emphasis on developing critical thinking in education, research has not fully explored how specific co-curricular activities, such as structured debate, contribute to this development. Focusing on the Dhaka University Debating Society (DUDS), the research aims to examine the influence of co-curricular activities on the development of critical thinking skills among students, focusing on the Dhaka University Debating Society’s (DUDS) policy provisions and practices. Employing a qualitative case study approach, triangulation methods were used to collect data, including content analysis of the DUDS constitution and semi-structured interviews with general members, executive members, representatives, and mentors. Participants were selected through purposive and quota sampling. Data analysis was conducted using Deductive Content Analysis for policy documents and Inductive Thematic Analysis for interview data, guided by a conceptual framework identifying six critical thinking indicators: accuracy of observation, use of evidence, reliability of sources, generalization, reasoning, and prediction. Findings reveal that DUDS significantly enhances critical thinking through structured policy provisions, argumentation practices, and a strong focus on diverse perspectives, rational thinking, decision-making, and communication skills. The study also highlights how DUDS fosters collaboration and the ability to challenge personal beliefs, contributing to a deeper understanding of multiple perspectives. These findings emphasize the crucial role of oratory-based co-curricular activities in cultivating critical thinking and suggest the importance of integrating such practices more widely into educational curricula. Future studies should explore how different debate formats and interdisciplinary integration can further enhance critical thinking in diverse educational contexts.

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Abstract: This study investigates the effectiveness of integrating smartphone technologies, including QR codes, audio textbook capabilities, and mobile apps, to enhance personalized learning and language acquisition skills among intermediate-level ESOL learners. The research involved ten participants from diverse linguistic backgrounds, employing semi-structured interviews and direct classroom observations. Data were analyzed using thematic analysis to identify key impacts on pronunciation, learner autonomy, and engagement. Findings revealed significant improvements in pronunciation, stress, and intonation, facilitated by audio aids. Participants reported increased confidence and reduced anxiety when engaging in classroom activities, alongside enhanced autonomy through the ability to customize their learning pace. The study highlights the transformative role of Mobile-Assisted Language Learning (MALL) in creating flexible and inclusive language learning environments. Implications include the need for integrating personalized digital tools into ESOL curricula and addressing challenges such as digital literacy and equitable access. Future research should explore advanced technologies and long-term impacts of MALL applications. 

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Abstract: Group work plays a crucial role in enhancing language development and fostering cultural understanding among multilingual learners. This presentation explores the benefits, challenges, and effective strategies for implementing group-based learning in diverse classrooms. It emphasizes the importance of creating inclusive environments through flexible seating arrangements, professional development for teachers, and the integration of AI and digital tools to support communication. Best practices, such as balancing self-selected and teacher-assigned groups, scaffolding language development, and creating a sense of belonging, are outlined to ensure productive and engaging group work. Additionally, the role of technology in bridging linguistic gaps and fostering real-time collaboration is discussed. Practical applications, including project-based learning, discussion-based learning, and cultural sharing, are provided to help educators engage multilingual students in meaningful collaboration. Finally, research gaps and future studies are highlighted to further understand how group work can be optimized in under-resourced settings, ensuring long-term linguistic and cultural growth for multilingual learners. 

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Abstract: In a world of globalization, education needs to be globalized too. Following a specific curriculum and lack of interaction at the global level fails to ensure international quality in higher education. The purpose of internationalizing higher education is to look at the approaches and strategies for integrating international and intercultural dimensions in teaching, curriculum and service functions in institutions. This study focuses on the current scenario of different public and private universities in Bangladesh. The survey has been conducted on 103 students from 56 different departments at 22 universities (11 private and 11 public universities). The major findings of the study reflect that most universities have a policy to recruit foreign students, but the number of current international students in their departments is very small. Most departments do not have any international students at all. Faculty members and students from Bangladeshi universities often attend international programs for academic and cultural reasons. In comparison, private university students are more likely to attend international programs. In the question of containing diverse topics related to the international curriculum, many of the departments don't have such a curriculum, though most departments have. Additionally, most departments rarely change the academic curriculum. On top of that, students lack proficiency in English speaking, which is very important for coping with international higher education. According to students, their faculty members from several departments are not still able to conduct international programs. Those who are need to be more interactive. Moreover, departments need to have more funding and transparency to achieve the quality to perform like an international institution. This study further suggests that updating the curriculum on a regular basis, allocating proper funds and making teachers more interactive and updated can be helpful for internationalizing higher education in Bangladesh. 

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