Sherbaz Ali Khan
Pakistan’s education system is once again under strain. In recent months, a volatile mix of security alerts in major cities, intermittent internet disruptions, political uncertainty, and the lingering aftereffects of climate-related disasters has forced schools and colleges to suspend on-campus activities at short notice. In response, institutions have pivoted—sometimes overnight—to online classes. What began as an emergency workaround is fast becoming a recurring feature of the academic calendar.
For many private institutions in urban centers, the transition has been relatively swift. Learning management systems, video conferencing tools, and digital assessments are now familiar territory. Students log in, lessons continue, and the academic clock keeps ticking. This continuity is valuable: it preserves routines, prevents learning loss, and offers a sense of normalcy in uncertain times.
But this picture is far from universal. The shift has once again exposed Pakistan’s stark digital divide. In vast swathes of rural areas—and even in low-income urban neighborhoods—reliable internet remains patchy, electricity outages are frequent, and access to smartphones or laptops is limited. For these students, “online schooling” is not a parallel system; it is an exclusion. Each closure of physical schools risks pushing them further behind, deepening an already entrenched inequality.
Quality is another casualty of the rush online. Virtual classrooms often struggle to match the engagement of face-to-face teaching. Students report screen fatigue, reduced interaction, and difficulty concentrating in crowded home environments. Subjects that depend on laboratories, fieldwork, or hands-on practice—especially the sciences—are particularly affected. Assessment integrity also becomes fragile; without robust proctoring systems, evaluating genuine understanding is challenging.
Teachers have carried a heavy burden through this transition. Many, especially in the public sector, have had to upskill rapidly with minimal training or institutional support. Designing interactive online lessons, managing attendance, troubleshooting connectivity issues, and keeping students motivated—all while coping with the same disruptions as their students—has stretched educators thin. Their resilience has kept the system afloat, but it should not be taken for granted.
The current situation also highlights a less discussed vulnerability: the fragility of digital infrastructure. Sporadic internet shutdowns or throttling—often imposed for security reasons—can abruptly halt classes, disrupt examinations, and undermine the credibility of online education. When connectivity itself becomes uncertain, the promise of continuity through digital means weakens considerably.
Yet, within this disruption lies an opportunity. The forced experiment with online learning has accelerated digital literacy among students and teachers alike. It has introduced tools—recorded lectures, shared resources, collaborative platforms—that can enrich traditional teaching. A blended model, combining in-person instruction with digital support, could make learning more flexible and resilient in the face of future disruptions.
To turn this moment into meaningful reform, policy action is essential. First, expanding affordable and reliable internet access must become a national priority, particularly in underserved regions. Public-private partnerships can play a key role in bridging connectivity gaps. Second, device accessibility needs attention—subsidized laptops or tablets for students from low-income households can prevent exclusion. Third, teacher training must be reimagined to include digital pedagogy as a core competency, not an afterthought. Finally, a standardized national framework for online education—covering curriculum delivery, assessment methods, and quality assurance—is urgently needed.
Crucially, online schooling should not replace physical classrooms. Schools are not merely spaces for academic instruction; they are environments for socialization, character-building, and emotional development. The goal should be integration, not substitution.
Pakistan stands at a crossroads. The repeated disruptions facing its education system are unlikely to disappear anytime soon. The choice is between treating online schooling as a temporary patch—improvised and unequal—or investing in it as part of a broader, inclusive, and resilient education strategy.
The future of Pakistan’s students depends on which path is chosen.