Chittagong University of Engineering and Technology - CUET (reviews)

The experience was good, content, environment was great, Some teachers really stood out! What we lacked was a bit more hands on trainings, lack of teachers, and facilities, Hope it’ll improve with time.

Educational facility is top class. But the halls where student reside is not well enough. They have enough budget but they do not like to spend in residency facility. But recently they have given high speed (around 500 mbps) in halls. Thats a big thumbs up.

Chittagong University of Engineering and Technology (CUET) is one of the most prestigious engineering universities in Bangladesh. It attracts many of the country’s highest-achieving students for undergraduate and postgraduate studies, and its graduates have made significant contributions in academia, research, and industry both nationally and internationally.

The university provides an excellent learning environment, supported by dedicated faculty members and a strong academic culture. In recent years, CUET has also made considerable progress in expanding and modernizing its infrastructure, further enhancing the quality of education and research.

Although CUET’s global QS World University Ranking is around 1400, the quality and competitiveness of its students often compare favorably with those from universities ranked much higher. With its continuous academic and infrastructural development, CUET is steadily strengthening its position as a leading engineering institution.

I studied Electrical and Electronic Engineering (EEE) at Chittagong University of Engineering and Technology (CUET) from 2014 to 2018. Overall, I would rate my experience 3 out of 5.

One of the strongest aspects of CUET is its campus environment and the friendships you build during your time there. I also had the opportunity to learn from a few excellent teachers who were knowledgeable and supportive. In addition, many of my classmates were highly talented and motivated, creating a competitive and inspiring academic atmosphere.

However, there were several areas that I believe need significant improvement. Laboratory facilities were often inadequate, with as many as eight students sharing a single test bench, and in some cases even larger groups sharing one piece of equipment. This limited the amount of hands-on experience students could gain. I also felt that some teachers were less supportive of students who struggled academically, rather than helping them improve.

The teaching approach was generally traditional and theory-oriented, with limited use of real-world examples to explain engineering concepts. Laboratory sessions often lacked effective instruction, and programming education was weaker than I expected for an engineering curriculum. Another drawback was the lack of structured guidance for students interested in research. Unless students actively sought opportunities themselves, they received little direction on how to get involved.

That said, I believe some of these challenges are common across many public universities in Bangladesh rather than being unique to CUET.

I would still recommend CUET to prospective students, but with realistic expectations. Students who are self-motivated, willing to learn independently, and proactive in seeking opportunities can build a strong engineering foundation and have a rewarding university experience.