AI literacy dilemma

Artificial intelligence is no longer a futuristic dream; it is already present in our classrooms, offices and homes. Its presence cannot be ignored, but the real question is this: will AI serve as a partner in progress or a shortcut to failure?

The question today is not whether AI should be part of education, but how wisely we choose to use it. Education, however, without meeting modern standards, reduces degrees to little more than paper. A system based on certificates without real learning produces graduates who may hold credentials but lack the skills demanded by the modern world. Against this background, the careless use of AI threatens to deepen the decline.

The real challenge is preparing Gen Alpha, the children of today, for a digital economy where AI is a basic language of survival. But AI literacy is not about coding alone; it is about learning how to question what a machine produces, using it responsibly and creating something new from it. Nations that have understood this truth are already ahead. Their classrooms teach adaptability, creativity and digital competence, all qualities that global employers now demand.

Pakistan, by contrast, lags far behind. At the primary and middle levels, teachers themselves are often unfamiliar with modern digital tools. The reason is that many of them belong to Generation X or the Millennial generation, who were not born into the digital age and were introduced to technology much later in life. As a result, a generation of students born into technology risks being left behind simply because the system meant to educate them is unprepared.

The misuse of AI is also visible at higher levels. Many university students lean on ChatGPT and similar tools to write assignments, producing identical work with little originality or effort. Independent research shrinks, libraries are deserted, and the excuse of "working smart" replaces genuine intellectual struggle. Instead of sharpening their minds, students hand over their thinking to a machine.

The trend does not end at academia. In offices, AI now drafts official correspondence, producing long-winded but shallow documents. In research and publishing, suspicion hangs over articles and books, with originality questioned at every turn. Left unchecked, this culture will not make us smarter; it will make us dependent, imitative and intellectually fragile.

But rejecting AI altogether is not the answer. Just as a calculator did not replace mathematics, AI need not replace human creativity. It is its misuse, not the tool itself, that poses the real threat. Used wisely, AI can open doors: rural students could gain access to quality education, small farmers could benefit from AI-driven solutions in agriculture, and university graduates could create better services in healthcare and business. These opportunities will only become possible when the importance of AI is recognised and its use is guided by proper monitoring.

The risks of blind dependence are well known: weaker judgment, job displacement, privacy violations and the spread of misinformation. Faulty algorithms can deepen social divides, granting advantages to those who have access to technology and leaving others further behind. For the young, careless reliance on AI means less originality and more dishonesty.

The answer lies in education. Just as reading and writing became the basic tools of earlier centuries, AI literacy must become part of today's school curriculum. But it cannot be taught as technical training alone. It must include lessons on ethics and on privacy too. A student who learns to use AI with both skill and responsibility will not fear the future.

Proper AI education in this country cannot be delayed. To excel in an AI-driven world, our youth need more than degrees. They need skill, creativity and the confidence to think independently. Used wisely, AI can become a tool of empowerment. Used carelessly, it will weaken both our education system and our society. The choice before us is clear: will AI serve us, or will we serve it?