Khyber Pakhtunkhwa’s growing emphasis on e-Bastas, tablets and virtual learning platforms signals ambition. But ambition without foundations risks misdirection. As the province accelerates toward digital classrooms, a basic question demands attention: are we digitising schools that still lack the essentials?
Field realities suggest a widening gap between policy vision and infrastructure. Thousands of public schools, particularly in remote districts such as Torghar, Kohistan and the newly merged areas, continue to operate without functional classrooms, boundary walls, clean drinking water or reliable electricity. In such conditions, prioritising e-learning and AI risks confuse visibility with impact.
As a teacher, I can assure digital literacy matters, but it cannot substitute foundational literacy and numeracy. Many primary-age students still struggle to read simple sentences or perform basic arithmetic — a condition called “learning poverty”. Technology cannot compensate for missing teachers, unsafe buildings or weak early-grade instruction.
If K-P’s education reforms are to succeed, a “foundational-first” approach is essential. No school should receive tablets before it has a teacher, a toilet and a light. Innovation must follow readiness — not replace it.
Manzar Hassan
Peshawar
