As a nation, we customarily admire the potential of our youth. However, inside our schools, this very potential is being quietly suffocated. Every day, countless children walk into classrooms where their natural curiosity and creativity are not nurtured but rather stifled. This crisis in our education system is both a policy issue and a tragedy that affects the hearts and minds of our children, robbing them of the freedom to dream and innovate.
Education is the foundation of progress, but how we deliver this education shapes whether we are building creative, independent thinkers or simply followers of outdated systems. Nations that emphasize the growth of their youth through progressive education, such as Finland and South Korea, have seen rapid expansion in innovation and global competitiveness. In contrast, the education system of Pakistan, which places more emphasis on rote learning than nurturing creativity, holds back our youth from developing key competencies required to compete on a global scale.
The education system of Pakistan, which prioritizes exams over learning, is stifling the growth of students, and when combined with the common use of corporal punishment, it creates a toxic environment that destroys both their confidence and creativity. In most of our schools, creativity – the motivating factor behind innovation and the key to solving future challenges – is being deliberately smothered, leaving students uninspired and disconnected from their true potential. Rote memorization is a system that rewards short-term retention of facts without necessarily nurturing long-term understanding. In contrast, countries like Finland and Singapore have embraced project-based learning, where students engage with real-world problems, promoting both critical thinking and problem-solving skills. In Pakistan, many students routinely memorize entire textbooks in preparation for exams, only to forget much of the information soon after. This results in a population of students ill-equipped to tackle complex, real-world challenges.
The current educational model in Pakistan emphasizes rote memorization over conceptual learning, standardization over individuality, and compliance over curiosity. Students are taught to memorize and regurgitate information rather than engage in meaningful exploration or problem-solving. This focus on conformity has long-term consequences for both the individual and society. A study by the British Council Pakistan in 2019 revealed that only 35% of students in Pakistan felt encouraged to think critically or creatively in the classroom.
In the contemporary global environment, critical thinking and creativity are greater than just ‘nice-to-have’ skills; they are fundamental for overcoming challenging situations, ranging from climate change to technological innovation.
According to the World Economic Forum, creativity, critical thinking, and problem-solving are among the top skills that will be needed for the jobs of the future. However, in Pakistan, only 35% of students reported being encouraged to think critically, a deeply concerning statistic that leaves our future workforce sadly underprepared for the challenges ahead. This is a worrying statistic in an age where creativity is progressively highly regarded in global job markets and in addressing multipart societal issues like poverty, climate change, and health. Adding to this creativity-killing environment is the extensive use of corporal punishment in the majority of schools.
Despite laws prohibiting physical punishment in schools, the practice remains rampant across Pakistan. A 2018 survey by Sahil, a child protection organization, found that over 73% of children in Pakistan have faced corporal punishment in some form. Imagine a young student hesitating to answer a question for fear of being slapped or verbally humiliated in front of the class. Such scenarios play out daily in countless schools across the country.
The use of corporal punishment inflicts both physical harm and leaves emotional scars that last a lifetime. Psychological studies show that children exposed to such environments commonly grow up with low self-esteem and diminished confidence, making them less likely to take risks or pursue creative endeavors in the future. The suppression of creativity has broad consequences. When students are not allowed to explore ideas or express their individual talents, they disengage from learning.
A 2020 study conducted by UNESCO highlighted that school dropout rates are considerably higher in environments where students feel creatively stifled or are subjected to harsh disciplinary measures. Furthermore, the connection between corporal punishment and mental health must not be ignored.
According to Aahung, a Karachi-based NGO, children subjected to corporal punishment are more likely to suffer from depression, anxiety, and low self-esteem. Research has consistently shown that children subjected to corporal punishment are at a greater risk of developing mental health disorders such as depression and anxiety. A World Health Organization report highlights that children who grow up in environments where they face constant fear of punishment are more likely to experience psychological issues well into adulthood. This can lead to difficulties in forming healthy relationships, holding steady employment, and even contributing positively to society. These mental health issues compound the negative effects of a restrictive education system, leading to disengaged students who struggle to reach their potential.
It is clear that the education system in Pakistan requires a complete reform. First, we must shift from an exam-centered approach to one that encourages creativity, critical thinking, and innovation. Countries like Finland have successfully implemented educational models that encourage creativity, interdisciplinary learning, and student agency – and they consistently rank among the top globally in educational outcomes.
The Finnish education system is a notable model of what can be realized when creativity is integrated into the core of education. In Finnish classrooms, there is a strong emphasis on student agency – children are encouraged to ask questions, engage in discussions, and solve problems collaboratively. Teachers act as facilitators rather than enforcers, allowing students to explore their interests and learn at their own pace.
In contrast, Pakistani classrooms largely focus on obedience and conformity, discouraging students from stepping outside of the prescribed curriculum. Secondly, the government and educational institutions must enforce stricter regulations against corporal punishment. Laws prohibiting physical punishment in schools are already in place, such as the Prohibition of Corporal Punishment Act 2021, but they are hardly ever enforced. If we are to nurture a generation capable of addressing the difficult challenges of the future, we must urgently reform our education system to promote creativity rather than suppress it.
Schools should be spaces of exploration, where students feel free to ask questions, take intellectual risks, and express their individuality. To truly transform our education system, Pakistan needs to take bold steps, much like Finland or Singapore. Firstly, the government must allocate resources toward training teachers in creative teaching methods.
For instance, Finland invests heavily in teacher education, ensuring that educators are equipped with the skills needed to promote creativity in the classroom. Secondly, enforcement mechanisms need to be put in place for the Prohibition of Corporal Punishment Act 2021.
Without careful enforcement, even the most well-intentioned laws will remain ineffective. Regular inspections of schools and teacher training on positive discipline techniques are indispensable. Likewise, the toxic practice of corporal punishment must be eradicated, as it just contributes to instill fear and limit the capacity of students for creative thought. We should work toward creating an educational environment that respects the minds of children and empowers them to become the innovative thinkers Pakistan so desperately needs. We urge the Ministry of Education to implement curriculum reforms that encourage creativity, and we call upon school administrators and teachers to abandon corporal punishment once and for all.
