Authors: Nadia Thalho | Muh. Kaleem Mayo

Walk into any big lecture hall at a public university right now. You will see one tired teacher trying to handle over a hundred students. The board says Fahm-ul-Quran. Students are sitting there, some nodding just to look busy, but most are just staring at the clock waiting for the class to end. There is no real interest or excitement in the room. The reason is simple: half the room is made of computer science, medical, or engineering students. They look at this mandatory subject and see something that has absolutely nothing to do with their actual field or their career survival.

This is not a one-off thing. It happens every single day across universities in Pakistan. The Higher Education Commission recently made both Fahm-ul-Quran and Artificial Intelligence compulsory for everyone, no matter their degree. On paper, it sounds great to mix moral values with new technology. But when these policies leave the offices and enter a real classroom, the whole plan falls apart. It is the same old story we see in our country all the time: a huge gap between what policymakers dream up and the actual resources available on the ground.

This sudden loading of extra subjects hurts everyone from BS students to PhD researchers. A fresh BS student is already struggling. They just came out of college, they are trying to figure out the semester system, manage their credit hours, pass compulsory Islamic Studies, and deal with their core subjects. For them, just surviving the first year is a massive struggle.

Then look at MS, MPhil, and PhD scholars. Their pressure is on a completely different level. They have to collect data, run lab experiments, give seminars, and write a thesis that will be checked internationally. Shoving general compulsory courses into their final research years is a direct attack on their mental focus and capacity.

We have to ask the people making these rules: what are these extra courses actually giving to the students? Are they making them better human beings? Are they teaching them real, practical skills? The answer is no. These courses are not building innovation or deep thinking. They are just making students exhausted.

When a student knows a mandatory course has zero value for their actual career, they completely tune out. They stop trying to learn and just try to survive. They show up just to get attendance, treat the assignments like a boring chore to clear credit hours, and study just enough to pass and save their GPA. Instead of producing sharp minds who can help the country, the system is turning smart students into machines that just carry a heavy load of books. We are handing out degrees, but the actual quality of our graduates is dropping fast.

The real breakdown starts with how we teach things from the beginning. In Pakistan, a child usually finishes reading the Quran at age 9 or 10 at home or in a neighborhood madrassa. At that young age, the whole focus is only on correct pronunciation (Zer, Zabar) because mistakes change the meaning. Translation and actual understanding are never taught at that stage.

Now, expecting a student who never learned basic Arabic meanings as a child to suddenly understand deep philosophical concepts in a university classroom makes no sense. It is like teaching a child only the alphabet and then expecting them to write professional poetry when they grow up.

This lack of foundation becomes a disaster because of the state of our public universities. There is a massive shortage of teachers, leading to crowded classrooms with a 1:100 teacher-student ratio. In a room with a hundred students, the teacher is lucky if they can just manage the crowd and finish the lecture. There is no time for discussions, questions, or real character building. The exact same issue ruins the compulsory AI courses. Without working computer labs, hundreds of arts and social science students are forced into rooms just to memorize computer theories from a whiteboard.

The logical fix is to change the timeline completely. These foundational, moral, and language frameworks need to be taken out of universities entirely and moved down to schools, from Grade I-X. Educational psychology shows that childhood is the best time for the brain to pick up languages, build daily habits, and absorb ethical values. If you teach translation and basic literacy slowly over a ten-year school cycle, it becomes a natural part of who the child is, without causing academic stress.

A university is supposed to be a place for specialization, advanced research, and global competition. It is not a place to fix basic literacy gaps from childhood. If Pakistan wants an innovative workforce that can compete internationally, we have to unburden our youth. If a student enters university with their basic religious, civic, and digital foundations already cleared during their school years, they can finally give 100% of their energy to their actual majors.

The HEC needs to stop making these sudden, non-rational policies. If this keeps going, our universities will just keep producing a confused generation graduates who are neither experts in their professions nor ethically grounded citizens. It is time for a realistic, logical change in the curriculum that respects the different stages of education and protects our students.

by Muhammad Mohsin Iqbal

In the divine scheme of creation, Allah Almighty has conferred upon humanity the noble rank of Ashraf al-Makhluqat, the best and most honoured of all creatures. This distinction carries with it a sacred trust: to live with dignity, purity, and adherence to the divine will. Through the Holy Quran, the Creator has illuminated the path of righteous living, teaching manners that beautify existence and issuing clear warnings against those slippery slopes that lead to spiritual and worldly loss. Our beloved Prophet Muhammad, peace and blessings be upon him, exemplified this guidance in every moment of his blessed life. He translated the heavenly verses into daily practice, drawing sharp and unmistakable lines between the halal, which nourishes the soul, and the haram, which invites destruction. Yet, in these latter days, we have allowed forgetfulness to cloud our vision. The once-bright distinction between permissible and forbidden has faded in the hearts of many, leaving society vulnerable to afflictions that strike both body and spirit.

Recent disclosures by Federal Health Minister bring this painful reality into sharp focus. Pakistan now grapples with 84,000 registered cases of HIV, a sobering tally that reveals deep wounds within our social fabric. Of these, 61,000 patients are under treatment, while a distressing 23,000 remain untraced, drifting beyond the reach of medical aid. The minister’s comparative figures highlight the accelerating pace of the crisis. In 2020, 49 testing centres screened 37,944 individuals, identifying 6,910 positive cases. By 2025, the network had expanded to 97 centres, conducting 374,126 tests and confirming 14,182 new infections. Even the federal capital, Islamabad, reports 618 registered cases, comprising 208 local residents and 408 referred from surrounding regions including Rawalpindi, Khyber-Pakhtunkhwa, Gilgit-Baltistan, and Azad Kashmir. Such numbers cannot be dismissed as mere medical statistics; they stand as stark testimony to both moral drift and institutional shortcomings.

The minister has identified the reuse of syringes as a primary culprit behind past outbreaks and has announced plans to ban larger 10cc varieties to prevent their dangerous recycling. Unsafe injection practices, often born of carelessness or cost-cutting in healthcare settings, have become a silent vector of transmission. Healthcare safety, he wisely noted, transcends the boundaries of clinics and hospitals; it constitutes a matter of national security with the potential to inflict grave economic damage if neglected. These observations compel us to confront two intertwined realities. On one hand, there is clear medical negligence: inadequate sterilisation, insufficient training, and a failure to enforce basic protocols have allowed preventable suffering to multiply. On the other, and perhaps more profoundly, lies a moral degradation that weakens the inner defences of society. When the boundaries of modesty, chastity, and self-restraint erode, doors open to behaviours that invite disease. Promiscuity, the sharing of needles among those entangled in addiction, and a general indifference to divine prohibitions have all played their part in this sorrowful spread.

The modern age has compounded these troubles. While mobile phones and the internet have brought convenience, knowledge, and connectivity, their unchecked negative aspects have sown widespread misguidance, particularly among the impressionable youth. What was intended as a tool for progress has too often become a gateway to moral confusion. Easy access to indecent material, distorted values imported from distant cultures, and the subtle erosion of shame have fostered habits that stray far from the Prophetic example. Young minds, once guarded by the teachings of faith and the watchfulness of family, now navigate treacherous currents without sufficient anchorage. This digital tide has accelerated the forgetting of halal and haram, replacing patience and restraint with instant gratification and reckless curiosity.

The question before us is urgent: what are the deeper reasons, and how may this tide be turned? The causes lie partly in weakened religious observance, the breakdown of traditional family structures, and a societal emphasis on material success over spiritual health. Yet solutions remain within our grasp if we summon collective will. Medically, the authorities must move swiftly beyond announcements, ensuring single-use syringes become universal, expanding testing and treatment facilities, and enforcing strict hygiene standards across public and private healthcare. Awareness campaigns, conducted in the language of faith as well as science, should reach villages and cities alike, emphasising both prevention and compassion for those affected.

More importantly, we must revive the moral and spiritual defences that have protected our people for generations. Parents and elders bear the first responsibility to nurture piety and modesty in their children. Scholars and imams should continue to light the lamps of guidance, reminding the ummah of the Quran’s call to purity. Educational institutions must integrate ethical teachings with modern learning. The media, too, should reflect upon its influence and promote content that uplifts rather than degrades. Above all, every individual must examine his or her own conduct, seeking refuge in prayer, fasting, and remembrance of Allah from the whisperings that lead astray.

This is no distant duty but a shared obligation upon all of us—rulers and ruled, rich and poor, young and old. By returning sincerely to the distinction between halal and haram, by combining practical vigilance with spiritual renewal, we can, with the grace of Allah, arrest the spread of this disease and heal the deeper wounds of the heart. Let us not forget that Allah does not change the condition of a people until they first resolve to change themselves. In reclaiming our noble inheritance as the best of creation, we shall find not only protection from physical affliction but the restoration of dignity, peace, and divine favour for our beloved homeland and for generations yet to come. May the Almighty grant us the wisdom, courage, and sincerity to walk this path with steadfast hearts.

T.M Awan

Pakistan’s greatest strategic asset is not found beneath the ground or along its borders. It is the energy, talent, and potential of its young people. With nearly 70 percent of the population under the age of 30, Pakistan possesses one of the largest youth populations in the world. The challenge is ensuring that this demographic advantage becomes a driver of economic growth rather than a missed opportunity.

Recognizing this reality, the federal budget for FY 2026-27 has placed considerable emphasis on youth development through allocations for education, skills training, entrepreneurship, digital innovation, and employment generation. Such investments reflect a growing understanding that sustainable economic progress depends on empowering the country’s younger generation.

Across the world, economic success is increasingly linked to human capital. The modern economy rewards skills, innovation, adaptability, and technological competence. Nations that have invested in their youth through education and workforce development have been able to accelerate growth, attract investment, and compete effectively in the global marketplace. Pakistan must pursue a similar path if it wishes to realize its economic potential.

One of the most significant aspects of the government’s youth agenda is the emphasis on skills development. Traditional educational qualifications alone are no longer sufficient to meet the demands of a rapidly changing labour market. Employers increasingly seek expertise in digital technologies, artificial intelligence, data analytics, and other emerging fields. Expanding technical and vocational training programmes can help bridge the gap between education and employment while preparing young Pakistanis for opportunities both at home and abroad.

Entrepreneurship represents another critical pillar of youth empowerment. In many developing economies, small and medium-sized enterprises serve as engines of job creation and innovation. Providing young entrepreneurs with access to financing, mentoring, and business development support can help transform promising ideas into productive enterprises. More importantly, entrepreneurship encourages a shift from job-seeking to job-creation, generating opportunities not only for business owners but also for others entering the workforce.

Agriculture, which remains a cornerstone of Pakistan’s economy, also offers significant opportunities for youth engagement. Modern farming techniques, agritech solutions, value-added production, and agribusiness ventures can attract young talent to a sector that is essential for food security and economic stability. Supporting youth-led agricultural enterprises can contribute to both rural development and national growth.

Digital transformation is equally important. Technology has become a powerful equalizer, enabling talented individuals to access opportunities regardless of geography. Digital platforms connecting young people with scholarships, internships, employment opportunities, and entrepreneurial resources can help reduce information barriers and promote merit-based access. Expanding digital inclusion will be critical for ensuring that opportunities reach youth across all regions of the country.

An encouraging feature of current youth initiatives is the focus on inclusion. Women, particularly in rural and underserved communities, often face barriers to education, employment, and entrepreneurship. Expanding access to economic opportunities for young women is not only a matter of social justice but also an economic imperative. Greater female participation in the workforce can contribute significantly to productivity, household incomes, and national development.

Youth development also extends beyond economics. Programmes focused on sports, volunteerism, leadership, and community engagement help foster responsible citizenship and social cohesion. Young people who are actively involved in constructive activities are better equipped to contribute positively to society and national development.

However, budgetary allocations alone cannot guarantee success. Effective implementation remains the key challenge. Pakistan continues to face issues of youth unemployment, underemployment, and skills mismatches. Addressing these concerns requires close coordination between government institutions, educational organizations, and the private sector. Training programmes must remain aligned with market needs, and policies should be regularly evaluated to ensure measurable outcomes.

The private sector’s role is particularly important. Sustainable employment opportunities ultimately emerge from economic growth and business expansion. Strong partnerships between industry and educational institutions can help ensure that graduates possess the skills employers actually require.

Pakistan’s demographic profile presents a rare opportunity. Few countries enjoy such a large and dynamic youth population. If properly educated, skilled, and empowered, today’s young Pakistanis can become tomorrow’s entrepreneurs, innovators, professionals, and leaders.

The true measure of success will not be the size of budget allocations but the opportunities created and the lives transformed. Investing in youth is ultimately an investment in Pakistan’s future prosperity. If managed wisely, the country’s demographic advantage can become one of its greatest strengths in the decades ahead.

(The writer is a Media, Strategic Communication and International Relations Professional. He posts on X: @TMAwanOfficial)