Classroom crisis

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When universities prioritise conformity over creativity, they not only stunt the cognitive growth of the students but also turn potential innovators into mere followers. Faculty members resorting to insults, rebukes and threats to maintain the attendance of their classrooms hinders the very basics of professional learning, leading to a herd mentality.

This lack of thoughtful engagement creates a stagnant learning atmosphere, where superficial activities replace opportunities for deep reasoning, creative exploration and analytical growth. As a result, students find themselves intellectually under-stimulated, leading to disengagement, a fading sense of curiosity and a steady decline in motivation. A classroom that fails to evolve with its learners ultimately suppresses the very growth it is meant to nurture.

The classroom environment plays a pivotal role in shaping students' intellectual curiosity, engagement and overall learning experience. Striking the right balance between discipline and empathy fosters a space where students feel motivated and prepared for the professional world.

"Today, for coming late to my morning class, the professor made me stand in the class for almost 20 minutes despite my telling him that I had to attend to my aunt who was in the hospital," said Amir, who is studying in the third year of engineering at a public sector university. The behaviour not only aggravated the panic attack he was having because of the impending exams but also made him distasteful of the course.

"Most of the time, I have to slip from my office just to attend the class, else my attendance will fall short and I will not be allowed to sit in the exam. My life would be a lot easier if I could save my time commuting to class every week and could study remotely instead, like my fellows do abroad," said another student doing master's in electrical engineering from a university in Sargodha.

These students are not the only ones, many others find it hard to communicate with their professors and advisors while working with them on the research projects. Thus, instead of nurturing independent thinking, it often enforces a rigid structure that discourages innovation. As a result, students struggle in practical, real-world scenarios due to a lack of critical thinking and problem-solving skills.

On the other hand, several senior faculty members attribute this unfavourable behaviours to the unresolved issues of the faculty members. According to Dr Asad, professor emeritus at a leading university of the country, overburdened faculty, large class sizes and insufficient institutional support have diluted the passion of the educators.

Most of the faculty members are unable to make ends meet due to high inflation and low salaries. This creates a disconnect between the faculty members and the students. This is not just an academic issue but a societal one - students graduate without the ability to think critically, adapt, or drive innovation, leading to broader challenges such as economic stagnation and social inequality.

Creating the ideal classroom environment calls for courageous and visionary action from both educators and policymakers. We must move away from the entrenched culture of conformity and embrace curricula that spark critical thinking, creativity and independent thought. Education should be a liberating force - not one that restricts or suppresses potential. Without this shift, we risk continuing the cycle of producing graduates who may excel academically but are unprepared to lead or innovate in the professional world.

Faculty members must acknowledge that university students are adults capable of managing their responsibilities without the constant fear of reprimand.

Classrooms rooted in coercion, rote learning and unnecessary pressure often lead to students with diminished confidence, hesitant to assert themselves in real-life scenarios. This disconnect between academic success and practical competence underscores the urgency to redefine educational success — not through grades alone, but through intellectual growth, curiosity and resilience. A reimagined class environment — one that empowers rather than intimidates -— is not just a pedagogical goal; it is a national necessity.