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........

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