KHYBER Pakhtunkhwa has introduced an artificial-intelligence teaching model for grades six to twelve. Developed by the Elementary and Secondary Education Foundation, the Global Virtual School promises lessons, assessments, progress tracking and laboratory exercises. Its AI teacher explains the syllabus in Urdu, English and Pashto, answers questions and offers personalised support. It forms part of a push, alongside Parho Khyber Pakhtunkhwa and a proposed AI Education Authority, to place artificial intelligence at the centre of public schooling. Where geography, insecurity and shortages of specialist teachers restrict access, the appeal is understandable.

The initiative deserves neither reflexive celebration nor rejection. Technology can widen access and assist teachers in difficult conditions. A recorded lesson does not fail to arrive because a road is blocked; a virtual laboratory can demonstrate processes that a school without equipment can only describe. Multilingual explanations may help children whose home language differs from the language of instruction. Used carefully, artificial intelligence could become a valuable instrument. The danger begins when an instrument is mistaken for an institution. That distinction will determine whether the programme strengthens public education or gives institutional weakness a technologically impressive appearance.

Pakistan’s educational crisis is not primarily a shortage of content. Textbooks, videos and online explanations already abound. The deeper shortages are capable teachers, functioning classrooms, reliable assessment and accountability. UNICEF estimates........

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