In a move that signals a significant shift in Pakistan’s academic landscape, the Higher Education Commission (HEC) has decided to make artificial intelligence education a permanent feature of university curricula across the country.
Beginning in 2026, both public and private universities will be required to introduce artificial intelligence as a compulsory subject in all degree programmes. The decision, outlined in a formal advisory issued this week, calls for a three-credit-hour course on artificial intelligence to be taught nationwide.
The directive marks one of the most ambitious curriculum reforms in recent years and reflects the growing influence of AI in nearly every sector of the global economy.
AI Across All Disciplines
According to the advisory, universities have been instructed to design AI curricula in line with the nature of their academic programmes. This means that engineering students may encounter more technical modules, while social sciences or business students could focus on applications, policy implications and ethical dimensions.
Importantly, the HEC has made it clear that the course will not be confined to a single stream. Artificial intelligence will be compulsory at both undergraduate and postgraduate levels, though institutions will retain the option to offer advanced or specialised AI courses as electives.
The core three-credit-hour module is expected to cover foundational concepts, real-world applications and ethical considerations. The emphasis on ethics signals a recognition that AI is not merely a technical tool but a powerful force capable of reshaping societies.
Officials familiar with the policy say the aim is to ensure that students, regardless of discipline, graduate with at least a basic understanding of how AI systems function and how they should be used responsibly.
Preparing for the Digital Economy
The HEC’s rationale is rooted in economics as much as education. In its statement, the commission said the move is intended to prepare students for the demands of a rapidly evolving digital economy.
Artificial intelligence is already transforming industries ranging from healthcare and banking to agriculture and logistics. Automation, predictive analytics and machine learning tools are becoming standard components of modern workplaces. By embedding AI literacy into degree programmes, policymakers hope to reduce the gap between academia and industry.
There is also a strategic dimension. Countries that fail to equip their workforce with digital skills risk falling behind in competitiveness and innovation. By institutionalising AI education, Pakistan aims to position its graduates for both local and international opportunities.
Ethics, Accountability and Trust
Beyond technical know-how, the advisory underscores the importance of transparency, accountability and confidentiality in AI use.
These concerns are not abstract. Globally, debates over algorithmic bias, data privacy and the misuse of automated systems have intensified. From facial recognition controversies to questions about AI-generated misinformation, the technology’s rapid rise has outpaced regulatory frameworks in many regions.
By embedding ethical discussions into the curriculum, the HEC appears intent on cultivating a generation of graduates who can navigate both the promise and the pitfalls of artificial intelligence.
Education experts say this balanced approach is critical. “Teaching AI without ethics is incomplete,” said one senior academic at a public university in Islamabad. “Students must understand not only how systems work but also their societal impact.”
Implementation Challenges
While the policy announcement has been welcomed in principle, implementation will be key. Universities across Pakistan vary widely in resources, faculty expertise and technological infrastructure. Introducing a compulsory AI course nationwide will require trained instructors, updated course materials and, in some cases, upgraded computing facilities.
Private universities with established computer science departments may adapt more quickly. Public institutions in remote regions, however, could face hurdles in hiring qualified faculty or integrating new modules into already packed curricula.
The HEC has not yet detailed whether additional funding or training programmes will accompany the directive. Education analysts suggest that faculty development workshops and collaborative course design frameworks may be necessary to ensure uniform quality.
A Cultural Shift in Classrooms
Beyond logistics, the move represents a cultural shift. For decades, artificial intelligence was largely confined to specialised computer science departments. By making it compulsory for all students, the HEC is signalling that AI literacy is no longer optional in modern education.
Business graduates may need AI knowledge to interpret data-driven decision models. Medical students may encounter AI-assisted diagnostics. Lawyers and policy experts may grapple with regulatory frameworks governing automated systems.
The boundaries between disciplines are increasingly blurred, and AI sits at the centre of that convergence.
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