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In a rapidly evolving world shaped by AI technologies offering innovative solutions, the education system must adapt and equip learners with the skills to navigate and lead this transformation. Disparities in access, learning poverty, curriculum misalignment with the 21st century needs, and missing facilities mark Pakistan’s public education system, holding back students. But not all hope is lost, and it may be at the cusp of a meaningful transformation.
In the first episode of season 4 of Let’s Talk Education, Mohyuddin Ahmad Wani, the out-going Secretary of the Ministry of Federal Education and Professional Development (MOFEPT), and current Federal Secretary for Inter Provincial Coordination Division, presents a tech-forward reforms agenda for education transformation.
“We all must recognize that AI is not a luxury but a fundamental tool that will define the future of learning. Pakistan cannot afford to lag.”
One can argue that AI and digital technologies in classrooms seem premature for a country with 25 million children out of school and deprived of the fundamental right to education. Pakistan’s education system does not have the option to pursue sequential goals by improving access and enrollment and then progressing towards tech-based transformation, rather they must advance simultaneously.
“Federal schools are in the process of introducing advanced AI‑based education in schools… embedding technology in primary and middle schools so that kids can have more offline and online access to globally acceptable quality learning material.”
This transformation is not being done in silos. Teachers are key stakeholders whose capacity can make or break these initiatives. Among the major challenges in the education sector, teachers’ capacity or lack thereof has played a significant role in the learning crisis. Thus, if the success of new initiatives is to be ensured, it is crucial to build teachers capacity in the relevant subjects’ and pedagogy. A major challenge shared by students during Pakistan Coalition for Education’s Townhalls on the Education Emergency was that teachers lacked adequate and up-to-date knowledge of digital technologies, thus leaving students deprived of practical and relevant skill development. To address these issues, Mr. Wani shared that MOFEPT has engaged young top-performing graduates from leading universities in Islamabad to teach these skill-based subjects. An AI curriculum has also been developed to bolster these initiatives further. Furthermore, about 1000 teachers from public schools are currently enrolled in PhD programs in AI through various partnerships. This aimed to develop a pipeline of local experts to sustain these initiatives.
“Kids are more excited, more curious, and more motivated to learn. This is the kind of innovation we need in classrooms everywhere.”
Developing a holistic learning ecosystem is crucial. This ensures that these transformative initiatives are not stand-alone but rather complement and support each other. The AI and tech-based initiatives undertaken by MOFEPT are thus part of a broader strategy to make learning inclusive, engaging, relevant, and equitable. Introducing school meals and pink school buses in Islamabad to improve nutrition and facilitate easier and safer mobility of girls is part of the broader learner-centric vision.
Although these initiatives set a promising precedent, their sustainability and equitable expansion depend on political will and adequate and effective finances. Mr. Wani stressed,
“The ideas are out there—it is the responsibility of the people to sustain and take them forward.” One ministry or stakeholder alone cannot resolve Pakistan’s education emergency. It requires a whole of system response, political commitment, locally responsive and globally matched solutions.
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