Learning beyond classrooms in higher education

In the discourse on improving higher education in Pakistan, we often focus on curriculum design, faculty training or digital infrastructure. What receives less attention but is equally transformative is the role of student societies and clubs in shaping well-rounded graduates equipped for real-world leadership and impact. If we are to produce change-makers, not just degree-holders, then we must reimagine our campuses as training grounds for initiative, independence, collaboration and engagement.

Activities undertaken by students in societies are not a distraction from learning; they are its extension. These co-curricular platforms offer students the chance to lead, organise, debate and discover their potential in ways no textbook can teach. Whether in theatre, science, literature or social activism, student societies provide a safe space for trial and error, for learning how to think and work independently and in teams; and these are skills that are desperately needed in today's knowledge economy.

I had the privilege of serving as the Vice Chancellor at Government College University (GCU) Lahore and currently I work as Provost at one of the top-ranked private universities, University of Management and Technology (UMT). In both universities, I have worked towards institutionalising student societies as integral to the university experience. Our model is based on five key principles that other universities would do well to use as benchmarks.

First, achieving decentralisation and autonomy. For student societies to thrive, we let students take the lead, in conceiving ideas, organising events and managing logistics, while faculty advisors serve as mentors, not managers. From debating and drama to science clubs and community outreach, student-run societies are where young minds grow confident, resilient and ready to lead. This approach fosters accountability and ownership among students.

Second, recognising students as active stakeholders. Student societies are not merely recreational; they are vital platforms where students can voice concerns, share ideas and co-create campus life. When universities treat students as active participants in their educational journey, rather than passive recipients, they unlock a wealth of creativity and engagement. At GCU, I encouraged this mindset by allowing students to shadow me for an entire working day, giving them first-hand insight into university governance and an opportunity to contribute their perspectives to decision-making processes.

Third, promoting a pluralist, not ideological, ethos. Unlike the polarised and often partisan nature of traditional student politics in Pakistan, university-based societies must nurture pluralistic thinking without becoming vehicles for external ideological agendas. At GCU, our societies actively engaged with social and political issues, but always through debate, rather than factionalism. This approach fostered a culture of respectful co-existence, which is a key ingredient in the political maturity of our students.

Fourth, alignment with academic goals. Far from being a distraction, society activities are timed and designed to complement the academic calendar. In fact, many students who actively participate in societies show improved academic performance because they learn to manage time, solve problems and work in teams. At UMT, peer tutoring initiative is entirely student-led that offers academic support to junior students of the same course.

Fifth, inclusivity and representation. Student societies offer a scalable model of non-partisan representation. Their members come from across departments and years, offering leadership opportunities to students from all backgrounds. With proper guidance, they can become democratic training grounds, producing not just future politicians, but effective team players, entrepreneurs, researchers and social change-makers.

The benefits of this approach go far beyond individual development. Vibrant student societies build a sense of community, reduce radicalism and create a culture of trust between students and the administration. In times of crisis, be it natural disasters, societal issues or campus tensions, these societies often emerge as the most effective channels of action.

Yet many universities remain hesitant, fearing that student empowerment might lead to dissent or loss of administrative control. This mindset overlooks a critical truth: when students are trusted with responsibility, they rise to it, bringing energy, creativity and accountability into the heart of campus life.

So what must universities across Pakistan do? They must step up boldly and urgently. Every university should institutionalise co-curricular societies as a core part of student life, not a casual afterthought. This means dedicated budgets, trained faculty mentors and clear policy frameworks that guarantee student autonomy and align activities with academic priorities.

University leaders must actively champion these spaces as incubators of leadership, innovation and civic responsibility. They must celebrate student-led initiatives, not regulate them into irrelevance. And they must measure success not only in CGPAs, but in confidence, creativity and community impact.

If we want our graduates to lead with integrity, collaborate with empathy and drive meaningful change, their journey must start on campuses that value learning beyond the lecture hall. The future of our nation depends on graduates who have not just studied for exams, but stood up, spoken out and led with purpose; and these skills are honed in the vibrant world of student societies.