KARACHI:
For nearly three decades, the term digital divide referred to one simple inequality: those who had access to the internet and those who did not. Governments invested billions in expanding broadband networks, lowering the cost of smartphones and connecting remote communities. The assumption was straightforward: once people were online, they would enjoy equal access to opportunity. That assumption is rapidly becoming outdated.
In the age of AI, internet access alone is no longer enough. The more significant divide is emerging between those who understand how to use AI critically and productively and those who merely consume digital content.
For developing countries, including Pakistan, the implications are profound. Consider two students sitting in the same classroom. Both have smartphones and internet access. One understands how to use AI to compare sources, improve writing, analyse data and solve unfamiliar problems. The other uses the internet mainly for entertainment and social media. Technically, both are connected. Practically, they inhabit different educational worlds.
Urban schools are more likely to experiment with AI-powered learning than under-resourced institutions in rural districts. Large companies can train employees to work alongside AI, while many small businesses struggle to keep pace. Countries that invest early in AI education will strengthen their competitiveness; those that delay may find themselves importing technology while exporting talent.
Pakistan has made important progress in expanding internet access, but schools and universities must move beyond teaching basic computer skills and begin equipping students with the ability to work intelligently, responsibly and creatively with AI.
Farhad Hazoor Bux
Quetta
