Higher education is meant to ignite curiosity, expand intellectual horizons and nurture critical thinking among students. Yet, the learning culture in Pakistani universities paints a starkly different picture. Teaching is confined to PowerPoint slides and students are conditioned to reproduce those slides verbatim in examinations. This approach may appear efficient, but it is intellectually crippling and fundamentally antithetical to the purpose of higher learning.
The problem lies not in the use of technology itself but in how it has replaced deep reading, critical engagement and scholarly exploration. Instead of encouraging students to read books, research papers and diverse perspectives, many instructors reduce entire courses to a limited set of slides that often lack context, debate and depth.
As a result, students are trained to memorise content rather than analyse it and develop independent thought. They lose the motivation to explore beyond classroom material, and teachers inadvertently reinforce a culture where conformity is rewarded while intellectual risk-taking is punished. The long-term consequence is devastating: graduates who may excel in rote performance but lack the analytical depth required for innovation, problem solving and leadership.
Teachers should be incentivised to promote reading habits, independent reasoning and academic curiosity. Libraries must be revitalised, research opportunities expanded, and syllabi restructured to prioritise learning outcomes.
If Pakistan aspires to build a knowledge economy and compete globally, it cannot afford to produce graduates trained merely to replicate slides. Abandoning the slide centric approach is not just an academic requirement but an existential necessity for our future.
Eman Samiullah Malik
Lahore Cantt
