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Express Tribune
a day ago
- Politics
- Express Tribune
Professors of Practice: a missing link
Listen to article Having participated in recent meetings of the Advanced Studies and Research Board (ASRB) and the Academic Council at the University of Karachi, I have observed firsthand the structural challenges that our universities are facing. These platforms, tasked with shaping academic direction and ensuring the integrity of postgraduate education, are increasingly preoccupied with an alarming trend: the erosion of qualified faculty due to retirement and the growing threat this poses to MPhil and PhD programmes. Several departments are on the verge of academic stagnation — not because of a lack of students or ideas, but because of outdated policies that fail to recognize and adapt to evolving needs. During my own journey through higher education — including the time I spent in Sweden as a postgraduate scholar, where I also had the opportunity to teach at the university level, I witnessed how modern academic systems function. European institutions thrive not just because of their research output but because of their inclusive and flexible approach to faculty roles. One such example is the widespread recognition of Professors of Practice — a concept virtually absent in Pakistan. A Professor of Practice is not necessarily a traditional academic. Rather, this title is conferred upon professionals who bring decades of expertise from fields such as engineering, public administration, healthcare, finance, media or law. These individuals, while they may not hold a PhD, have led institutions, solved real-world problems and contributed meaningfully to their professions. In academic environments, they serve as a bridge between theory and practice, preparing students for the complexities of the job market while enhancing curriculum relevance. Across the globe, especially in countries like Sweden, Germany, the US and the UK, Professors of Practice are integral to university life. They supervise graduate projects, co-teach with research faculty, develop applied coursework and advise on interdisciplinary initiatives. Their insights are not an exception — they are seen as essential to producing well-rounded, employable graduates. In Pakistan, however, our Higher Education Commission (HEC) continues to uphold rigid policies that recognise only PhD-holding, full-time faculty members as eligible for supervising research or delivering core academic content. This narrow framework excludes an entire class of professionals whose experience could deeply enrich academic life. The consequences of this exclusion are already evident. Postgraduate programmes in several universities are being suspended for failing to meet the minimum number of permanent PhD faculty. Research grants are being returned due to lack of supervisory capacity. Worse still, promising students are opting for foreign institutions because of the lack of continuity and mentorship at home. This brain drain reflects not just a loss of talent, but a failure of imagination in our policymaking. Introducing the Professor of Practice into our faculty structure is not just a solution to staffing but a vital step toward aligning our education system with national needs and global standards. These professionals could co-supervise research, lead seminars and projects, and build bridges between academia and industry. Their inclusion would support departments currently struggling with compliance and revitalise the postgraduate landscape. Of course, quality standards must be maintained. Appointments can be based on demonstrable impact, years of leadership experience, peer recognition and relevance to the discipline. These positions could be term-based, performance-evaluated and transparently-managed. What matters is creating the policy space for such appointments to happen, something the HEC must act on without delay. Having experienced the benefits of the Professor of Practice model abroad and now engaged in academic policy in Pakistan, I believe it's time we broadened our definition of who is "qualified" to teach and mentor. Excellence in education requires flexibility, not rigid overregulation. Recognising Professors of Practice is not about lowering standards, it's about embracing real-world expertise to meet the evolving needs of higher education in Pakistan.
Express Tribune
27-05-2025
- Science
- Express Tribune
GenAI in education: between promise and precaution
The writer is a Professor of Physics at the University of Karachi Listen to article Generative Artificial Intelligence (GenAI) is rapidly reshaping the landscape of education and research, demanding a thoughtful and urgent response from educators and policymakers. As a faculty member and a member of the Advanced Studies and Research Board at a public sector university, I have witnessed both the excitement and the uncertainty that AI tools like ChatGPT have generated within academic circles. While the potential of GenAI to enhance learning and scholarly productivity is undeniable, its unregulated and unchecked use poses significant risks to the core principles of academic integrity, critical thinking and equitable access to knowledge. As Pakistan embraces digital transformation and positions itself within the global digital economy, AI literacy has emerged as a foundational competency. In an earlier op-ed published in these columns on October 5, 2024 entitled 'AI Education Revolution', I emphasised that AI literacy is not just a technical skill, but a multidisciplinary competence involving ethical awareness, critical thinking and responsible engagement. That argument is now even more relevant. With tools like ChatGPT and DALL•E becoming commonplace, students must be equipped to not only use them effectively but to understand their societal and epistemological implications. GenAI offers immense opportunities. It enables personalised learning, streamlines research, provides real-time feedback and enhances access to complex knowledge. For students in under-resourced areas, it can bridge educational gaps. For researchers, it reduces the cognitive burden of information overload. But with these capabilities comes the risk of over-reliance. The seamless generation of essays, analyses and even ideas without meaningful engagement undermines the very purpose of education — cultivating independent thought and inquiry. One of the most pressing issues is the shift in how students perceive learning. Many now use AI tools as shortcuts, often without malintent, bypassing critical processes of reasoning and originality. This trend not only threatens academic rigour but fosters a culture of passive dependence — something that was forewarned in the context of AI misuse and unintentional plagiarism in academic settings. As discussed in the earlier op-ed, the absence of AI literacy can blur the lines between learning and copying, between thinking and prompting. To address these risks, UNESCO's recent guidance on AI in education offers a valuable framework. Governments must legislate clear, enforceable policies around age-appropriate use, data protection and algorithmic transparency. Educational institutions must rigorously assess the pedagogical validity and ethical dimensions of AI tools before integrating them. But perhaps the most crucial intervention lies in embedding AI literacy directly into curricula across disciplines but as a horizontal skill akin to critical thinking or digital citizenship. Hands-on engagement with GenAI is essential. Students must not only generate content but also critically evaluate it for bias, coherence and accuracy. To support this, assessments should evolve — emphasising oral presentations, collaborative projects and reflective analysis to promote authentic learning. Educators, too, must adapt through targeted training that enables them to guide students responsibly. Institutions should support this shift with updated pedagogical strategies and professional development programmes that integrate AI while preserving academic integrity. Given AI's borderless nature, international cooperation is vital. UNESCO must continue leading efforts to establish shared ethical frameworks and best practices. Pakistan should actively engage in this global dialogue while strengthening local capacity through curriculum reform, infrastructure investment and academic-policy collaboration to ensure GenAI serves as a responsible and equitable tool for learning. GenAI is not a passing phase, it is a structural shift. Whether it becomes a tool for democratising knowledge or a force that erodes educational values depends on how we act today. The future of education will not be determined by machines alone, but by the wisdom with which we choose to engage with them.
