Artificial Intelligence (AI) is no longer the future; it is the present and is transforming our lives at an unprecedented pace. The disruption has already begun and the pace of change is exponential, not linear.
From how we communicate to how we work, think, and learn, AI has emerged as a game changer that is reshaping human progress in ways we are only beginning to comprehend. If universities continue to move slowly while AI moves fast, the gap between relevance and irrelevance will grow unbridgeable.
As we stand on the brink of the fourth industrial revolution, the future of higher education, particularly in developing countries like Pakistan, faces both a profound challenge and a historic opportunity. Our universities, many of which still function under outdated models developed for the industrial age, must urgently realign themselves for the age of intelligent machines or risk becoming obsolete.
AI has begun to rewire the fundamentals of teaching and learning. With personalised learning environments powered by AI tutors and adaptive platforms, students now have the potential to learn at their own pace, in their own style and from anywhere in the world. Automated systems are streamlining administrative tasks, grading and assessments, while freeing up valuable faculty time for mentorship, creativity and research.
The implications of this shift are enormous. AI is not merely a tool to enhance learning but is also redefining what it means to be educated. Skills such as problem-solving, creativity, emotional intelligence and ethical reasoning are becoming more critical than rote memorisation or the passive absorption of information, much of which AI can now provide faster and more accurately.
In the coming years, machines will replicate many cognitive tasks, but they may not replicate what makes us uniquely human: imagination, emotional intelligence, compassion, and moral reasoning. As such, universities must evolve beyond centres of knowledge transfer into ‘labs of humanity’, where students explore what it means to be human in an age of machines. This demands a renewed emphasis on creativity, critical thinking, ethical inquiry and emotional resilience. These are skills that machines cannot replicate but are essential for leading and thriving in an AI-driven world.
As a result of AI, the traditional four-year degree, long considered the gold standard of higher education, is rapidly losing ground to more flexible, focused and modular forms of learning. The rise of micro-credentials — short, targeted programmes that teach specific skills — has begun to reshape the credentials marketplace. Unlike rigid degree programs, micro-credentials are stackable, portable and often recognised across borders.
As a result, platforms like Coursera, edX, and Khan Academy are now delivering AI-driven, globally competitive education. Many of these offerings come from the world’s top institutions and are available to anyone with a smartphone and an internet connection. In this new reality, every university in Pakistan is now competing not just with other local institutions, but with MIT, Stanford and Tsinghua. Our institutions must rethink their value proposition. What do we offer that a global online platform cannot?
To remain relevant, the Higher Education Commission (HEC) and universities must act together strategically and decisively. First and foremost, we need to develop AI-integrated curricula across all disciplines, and not just in computer science or engineering. Whether in agriculture, medicine, business or the humanities, every field is being transformed by data and machine learning.
We must prepare students to not only use AI tools but also to critically understand their implications. This will require massive investments in digital infrastructure and a national effort to retrain faculty and administrative staff. Most of our university faculty were educated in a pre-AI world. Without proper training, they cannot lead students into a future they are not prepared for.
Equally important is the creation of interdisciplinary AI research centers focused not just on technology, but on its intersection with ethics, law, governance, and society. The dangers of AI misuse in surveillance, misinformation and algorithmic bias are real and growing. Embedding ethics, empathy and civic responsibility in AI education is not a luxury but a necessity.
For Pakistan, this transformation is both a challenge and a rare opportunity. With nearly 60 per cent of its population under the age of 30, Pakistan is poised to become a major knowledge economy if it can make the right moves now. AI can help us leapfrog the traditional barriers of poor infrastructure and access by providing world-class education remotely.
We must begin offering and accepting modular and stackable credentials. These can empower students to construct personalised, career-relevant learning paths, combining traditional degrees with AI-driven micro-skills certifications across their lifetime. Education must no longer be a one-time event, but a lifelong, evolving journey.
However, we must act with urgency and vision. The HEC, provincial education departments, and the university leadership must work together to draft a national ‘AI in Higher Education’ strategy. Without this, we risk producing graduates who are irrelevant to the needs of tomorrow’s employers. Private sector partnerships must be encouraged to bring AI-driven industry insights into curricula, develop real-world AI applications and co-invest in upskilling the future workforce.
This is a call to action for university leaders, educators, policymakers and students. The future will not wait. The age of AI demands bold thinking, deep reform, and a renewed commitment to the true mission of higher education, not only to prepare students for work, but to prepare them for life, leadership, and humanity. If we succeed, we will not only survive this revolution, but lead it.
Note: This article is based on a keynote lecture delivered at North American University, Houston, Texas.
The writer is a former senator and former chairperson of the HEC.