By Fayazunnesa Chowdhury
In the face of increasingly complex global challenges—from climate change to violent international conflict—the need for effective and efficient development of globally oriented citizens has never been more urgent. In the shadows, a silent revolution is brewing among the youth, facilitated by an arena known as Model United Nations (MUN), where school students are vested with the responsibilities of diplomats and participate in policy debates, negotiations, and decision-making. What remains an academic exercise in many parts of the world has swiftly become a training ground for Bangladesh's next generation of leaders, intellectuals, and negotiators.
MUN was once confined to the walls of a handful of elite institutions, but it has since infiltrated university campuses and even high schools across Bangladesh. Within these simulations, students are placed in the roles of UN delegates from nations other than their own. In doing so, they internalize the vital underpinnings of empathy, diplomacy, research, and reasoned argument—skills woefully absent from much of our present-day political mainstream.
MUN, not just in Bangladesh but globally, opens the door to bridging the gap between local educational practices and global policy discourse. The educational system in the country, by and large, focuses on memorization strategies and exam-based assessments, leaving little room for innovation. In contrast, MUN challenges students to think critically, communicate proficiently, and collaborate with individuals holding diverse—often opposing—viewpoints. It is not merely an extracurricular activity; it is a pedagogical revolution in miniature.
This revolution is already visible on campuses across the nation. Over the past few years, numerous high-profile national and international MUN conferences have been hosted by institutions like BRAC University, North South University (NSU), BUP, and Daffodil International University (DIU). These events draw hundreds of students from diverse academic backgrounds—engineering, law, social sciences—who engage in spirited discussions on global topics ranging from cybersecurity and nuclear disarmament to climate justice.
Additionally, MUN enables Bangladeshi youth to engage with the Sustainable Development Goals (SDGs), international treaties, and geopolitical tensions—issues they will inevitably face in their professional and civic lives. The Model UN platform allows them to simulate real-world diplomacy and explore how international governance operates—from peacekeeping missions to refugee resettlement—particularly relevant in a nation like Bangladesh that hosts one of the largest refugee populations in the world.
But this raises a critical question: is this potential being nationally harnessed?
Despite its transformative potential, MUN still lacks formal recognition in Bangladesh’s national education policy. Most MUNs are privately run by student societies and a handful of dedicated faculty members. The absence of government or institutional support to scale this platform across districts and divisions is a missed opportunity.
Incorporating MUN-style learning into the national curriculum is a strategic necessity if Bangladesh aims to cultivate a generation capable of representing the country in global arenas—from climate negotiations to trade discussions. Countries such as India, South Korea, and the Philippines have already begun integrating MUN into their civic education curricula. Why should Bangladesh lag behind?
Model UN is about more than wearing a suit and delivering speeches. It is about nurturing a mindset of global citizenship. For a country with a long and proud history of diplomacy—from leading UN peacekeeping missions to championing climate justice—investing in youth diplomacy is not a luxury; it is a necessity.
Diplomacy does not begin only in Geneva or New York. Sometimes, it begins in a modest classroom in Dhaka, where a young delegate raises their placard and says, “On behalf of the Republic of Rwanda…”
Fayazunnesa Chowdhury is a senior lecturer, Dept. of Software Engineeringm, Daffodil International University
