IN recent years, there has been a notable escalation in the critique of traditional education systems, with growing advocacy for digital literacy as a viable and even superior alternative.
This shift is predominantly driven by the technological transformation of the 21st century, characterized by an increasing reliance on digital tools, artificial intelligence (AI) and machine-based systems. Particularly among younger generations, there is a palpable sense of urgency to abandon the rigorous and often inflexible pathways of traditional education in favour of faster, more accessible and seemingly pragmatic models that promise direct pathways to employment and relevance in the digital economy. The fear of obsolescence in the age of AI and automation is not unfounded. As technologies advance rapidly, jobs that once relied on human skills are increasingly being taken over by machines, algorithms and AI-based decision-making systems. This digital disruption has understandably fuelled a shift in educational priorities. Scholars like Manuel Castells have discussed the rise of the “network society,” wherein digital competency becomes the new literacy, fundamental to participation in the labour market and public life. Furthermore, the World Economic Forum has consistently highlighted digital literacy, problem-solving and adaptability as essential 21st-century skills.
Yet, this transition cannot—and should not—occur abruptly or without thoughtful deliberation. The wholesale abandonment of traditional educational frameworks risks overlooking the multifaceted role education plays beyond vocational preparation. Education is not merely a mechanism for job-readiness; it is a social institution that instils civic values, critical thinking, empathy, cultural identity and interpersonal competencies. Digital literacy, while essential, cannot fully supplant these foundational aspects of human development. Theorists like John Dewey emphasized the importance of education as a means of cultivating democratic citizens. Similarly, Paulo Freire’s notion of education as a practice of freedom underscores the role of pedagogy in empowering individuals to challenge injustices, reflect critically and engage meaningfully in society—capacities not easily replicated by digital platforms alone.
Moreover, digital literacy itself is not entirely detached from traditional forms of learning. Foundational skills in reading, writing, logical reasoning and interpersonal communication—often cultivated in conventional educational settings—are prerequisites for meaningful digital engagement. For instance, effective coding requires not only technical know-how but also mathematical logic, language proficiency and problem-solving abilities, all of which are developed through traditional curricular foundations. It is also crucial to consider the institutional lag between pedagogical transformation and evaluative systems. At present, most standardized assessments at the secondary and higher secondary levels are designed to measure traditional knowledge-based outcomes, not practical or skill-based competencies.
An indiscriminate shift toward digital learning without addressing such systemic issues could lead to educational fragmentation and inequality. For example, rural and underprivileged populations with limited access to digital infrastructure may be left further behind, exacerbating existing educational divides. A hybrid model—integrating the strengths of both traditional and digital learning—is therefore not only preferable but necessary. Such a blended approach aligns with the pedagogical framework of constructivism, where learning is viewed as an active, contextualized process. In this model, digital tools can serve as scaffolds that support inquiry, collaboration and creativity, while traditional methods ensure structured knowledge acquisition and ethical grounding. Educational systems in countries like Finland and Singapore have exemplified this integration by promoting inquiry-based learning supported by digital tools, while simultaneously preserving a strong foundation in values and civic education.
Ultimately, the goal should be to develop digitally literate citizens, not just tech-savvy workers. A true digital citizen is one who not only possesses 21st-century technical skills but is also embedded in a socio-political value system that promotes empathy, cooperation, critical thinking and ethical decision-making. As Sherry Turkle warns in “Alone Together”, overreliance on machines may erode human capacities for reflection and empathy if not balanced by humanistic education. So, while the inevitability of digital transformation in education is apparent, the transition must be guided, deliberate and inclusive. Educational reform should not be a revolution that discards the past, but a thoughtful evolution that blends the best of both worlds. In doing so, we ensure that future generations are not only prepared for employment in a digital age but are also equipped to participate meaningfully as citizens in complex social, ethical and political ecosystems.
—The writer is a Professor of English at Emerson University, Multan, and has a vast international exposure.
(zeadogar@hotmail.com)
