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СпутникиРНSpaceXРоскосмосNASAAs a co-founder of an education technology company, I spend a great deal of time thinking about how technology can improve learning. But the most important question about artificial intelligence (AI) in education is not whether our children will use AI. They already are. The question is whether our education system will help them use it thoughtfully, responsibly and equitably.
The recent National Convening on Responsible AI in Education at the Pakistan Institute of Education raised an important question: how can AI do more than simply make education more digital? As one of the co-principal investigators involved in this research, I believe AI should help make education more human, inclusive and equitable.
Technology should strengthen human agency and creativity rather than become an end in itself. For parents worried about screen time and digital safety, the answer is neither to ban AI nor to give children unrestricted access to it. Children need guidance. They need to learn how to question AI, verify its answers and understand its limitations. In a world where answers can be generated instantly, the ability to think critically, ask good questions and distinguish information from understanding will become even more important.
At the same time, ethics and safety cannot be an afterthought. Pakistan should study the emerging global focus on age-appropriate standards and safeguards carefully. The challenge for policymakers is even more urgent. Pakistan cannot afford an AI education system that benefits only elite schools and wealthy families. Our existing inequalities in education are already stark.
UNICEF data shows that private-school students outperform public-school students by 10 to 20 percentage points on basic Grade 5 literacy and numeracy indicators. The digital divide now risks becoming an AI divide. Children in well-resourced schools may learn to build with AI, question it and use it to solve problems. Others may simply have access to less technology, less guidance and fewer opportunities. AI could help reduce inequality, but only if we deliberately design it to do so. This is why investment cannot be limited to AI tools.
Teachers must remain at the centre of the transformation. Technology can personalise learning, provide feedback and support assessment. But teachers provide context, care, motivation, and judgment. The future is not about replacing teachers with AI. It is about giving teachers the skills and confidence to use AI well and help their students do the same. Pakistan has a young population, a growing technology ecosystem and millions of learners who could benefit from more accessible and personalised education. But we need to move beyond isolated experiments towards a serious national conversation about AI literacy, teacher training, data protection, equity and learning outcomes.
As Pakistan debates the future of AI in education, this is a useful place to start. We should not ask only how quickly we can bring AI into classrooms. We should ask who will benefit, who might be left behind, and whether our teachers are being prepared for the change.
The article does not necessarily reflect the opinion of Business Recorder or its owners.
As a co-founder of an education technology company, I spend a great deal of time thinking about how technology can improve learning. But the most important question about artificial intelligence (AI) in education is not whether our children will use AI. They already are. The question is whether our education system will help them use it thoughtfully, responsibly and equitably.
The recent National Convening on Responsible AI in Education at the Pakistan Institute of Education raised an important question: how can AI do more than simply make education more digital? As one of the co-principal investigators involved in this research, I believe AI should help make education more human, inclusive and equitable.
Technology should strengthen human agency and creativity rather than become an end in itself. For parents worried about screen time and digital safety, the answer is neither to ban AI nor to give children unrestricted access to it. Children need guidance. They need to learn how to question AI, verify its answers and understand its limitations. In a world where answers can be generated instantly, the ability to think critically, ask good questions and distinguish information from understanding will become even more important.
At the same time, ethics and safety cannot be an afterthought. Pakistan should study the emerging global focus on age-appropriate standards and safeguards carefully. The challenge for policymakers is even more urgent. Pakistan cannot afford an AI education system that benefits only elite schools and wealthy families. Our existing inequalities in education are already stark.
UNICEF data shows that private-school students outperform public-school students by 10 to 20 percentage points on basic Grade 5 literacy and numeracy indicators. The digital divide now risks becoming an AI divide. Children in well-resourced schools may learn to build with AI, question it and use it to solve problems. Others may simply have access to less technology, less guidance and fewer opportunities. AI could help reduce inequality, but only if we deliberately design it to do so. This is why investment cannot be limited to AI tools.
Teachers must remain at the centre of the transformation. Technology can personalise learning, provide feedback and support assessment. But teachers provide context, care, motivation, and judgment. The future is not about replacing teachers with AI. It is about giving teachers the skills and confidence to use AI well and help their students do the same. Pakistan has a young population, a growing technology ecosystem and millions of learners who could benefit from more accessible and personalised education. But we need to move beyond isolated experiments towards a serious national conversation about AI literacy, teacher training, data protection, equity and learning outcomes.
As Pakistan debates the future of AI in education, this is a useful place to start. We should not ask only how quickly we can bring AI into classrooms. We should ask who will benefit, who might be left behind, and whether our teachers are being prepared for the change.
The article does not necessarily reflect the opinion of Business Recorder or its owners.
| # | Наименование новости | Тональность | Информативность | Дата публикации |
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