December 23, 2025, shall remain etched in my memory for more than one reason. Degree College, Bijbehara organised an academic event on the theme Artificial Intelligence, Education, and the New Epistemic Order. Scholars from within and outside the institution presented insightful papers, and, significantly, students participated actively by raising thoughtful and probing questions.
The beauty of the event lay in the fact that scientists and social scientists shared the same podium and deliberated on a common theme. Earlier, the college had also organised an event on the G 20. The principal of the college remained present throughout the day, attentively listening to both speakers and students, despite holding additional charge of two other colleges. A strong spirit of camaraderie was clearly evident. Courage, commitment, and character are the hallmarks of academic leadership—qualities that have become increasingly rare in contemporary times. This write-up formed the subject matter of my address at the function in my capacity as Chief Guest.
Introduction
The sub-themes were carefully chosen. A broad consensus emerged that artificial intelligence (AI) can be viewed both as a movement towards the democratisation of knowledge and, simultaneously, as a potential force for its dehumanisation, if necessary, precautions are not taken at various levels. This dual nature by the way is true of all technologies that have shaped human life across the world. Education remains a powerful instrument, and quality education is, in itself, a vital skill. Nearly eighty percent of our students are enrolled at the college level; therefore, we must safeguard the classroom as a critical space. We live in times when deliberative spaces—such as the family, community, and civil society—have suffered serious ruptures. Consequently, the role of the classroom teacher has increased phenomenally. There is an urgent need to reclaim pedagogy, one of the core themes of this academic event.
There are three immediate contextual issues that impinge upon classroom spaces, and pedagogy must be employed to overcome these challenges.
Contemporary Challenges in the Classroom
First, the student in today’s classroom is often a reluctant academic partner, unlike earlier times. Negativity and non-seriousness stem from a multitude of pressures. Students are fed doses of “fast-food education” merely to clear examinations. The high expectations of parents and peers further exhaust them. Teachers, in turn, are compelled to conduct classes like coaching-centre operators, racing against deadlines. Education has become a battlefield, devoid of joy and humour. Colleges have lost their role as inspiring spaces where students have the right to be wrong. We must reclaim the college as a continuous talent-promotion platform.
Second, classrooms increasingly face intrusion from machines and digital devices, resulting in excessive distraction. The corrupting influences of technology are eroding the pastoral innocence of the classroom. Certain aspects of learning are uniquely human and must be pursued in a humane manner. Albert Einstein valued intuition—a deeper and quieter form of knowledge that transcends mere facts and distances itself from a noisy world.
In Sweden, a bold decision was taken in 2009 to replace traditional textbooks with digital screens. Fifteen years later, this policy was reversed. Studies revealed that reading on paper promotes better retention and deeper understanding than reading from screens. Parents and teachers observed a decline in students’ analytical abilities. Consequently, between 2022 and 2025, textbooks were reintroduced for all children. The real doomsday will arrive when human beings stop thinking and stop listening attentively. As rightly observed, a good machine should dare to disagree and ask for evidence in order to expose bias.
Third, Peter Fleming’s book Dark Academia: How Universities Die deserves to be essential reading for college and university students. It offers a brilliant exposition of contemporary academic realities. Fleming’s concept of the “Zombie University” suggests that universities may appear energetic and successful from the outside while gradually losing their inner life. They may shine in rankings yet hollow out the very core of what defines them—curiosity, reflection, community, and the cultivation of good human beings. Institutions often immerse themselves in the performance of activity while neglecting the essence of academic life. Some scholars advocate a “mindfulness movement” to reclaim calmness and return to foundational values. After all, a degree is not an endpoint but a beginning. One fears that colleges and universities may one day become mere museums of their past.
Reclaiming Pedagogy
In light of the above discussion, it is imperative to reclaim pedagogy in our times. We must adopt a bottom-up approach and ensure the centrality of the student. Today’s student must navigate an increasingly complex world. Classrooms have become emotional terrains where students arrive carrying far more than books. The following steps may help, to some extent, in building students’ capacities and in making classrooms critical, analytical, and enjoyable spaces for understanding changing times.
First, we must remember that a boat capsizes due to water inside it, not outside. We often blame systems without attempting self-correction. An African proverb reminds us that “it takes a village to raise a child.” Unfortunately, the world has grown increasingly unkind and individualistic. The recent suicide of a student in Delhi exposes the fragility and hollowness of our collective conduct. The suicide note read: “Sorry Mummy, aapka dil itni baar toda, ab last baar todunga” (Sorry, mother, I have broken your heart many times; this is the last time). As teachers, we have become monologic, monotonous, and sometimes even harsh in setting targets—often culminating in tragedy. While the twentieth century focused on access to higher education, the twenty-first century must prioritise access to lifelong learning. We must prepare students not merely for jobs but for life-long journeys.
Second, while caring about the curriculum is essential, a broader cultural shift is required. Students should graduate not only with degrees but also with portfolios demonstrating real-world problem-solving. Lady Shri Ram College (LSR), University of Delhi, has done commendable work by signing nearly 28 MOUs to bridge the gap between classroom theory and workplace reality. The initiative converts community outreach, fieldwork, internships, and social projects into academic credits. Each credit-linked internship is supported by faculty mentorship, ensuring strong linkages between fieldwork and academic theory. Academic rigour is sharpened when abstract concepts are applied to real-world problems. Such initiatives must be adopted urgently across our colleges.
Third, a teacher may, at least once a week, test students’ curiosity by announcing: “Today I am not teaching. I would like you to teach me. Ask as many questions as you wish, and let us try to find answers together.” Such an approach can significantly boost students’ confidence. A leading academic was once asked why students exist in universities, to which he replied, “They are there to teach the teachers.” This horizontal and bottom-up pedagogy can unlock students’ latent potential. I recall a second-semester student who once wrote an excellent term paper titled “Life in a Kashmiri Pandit Migrant Camp at Vessu, Qazigund” but could not answer any question during the viva voce. She had never been given an opportunity to stand up and speak—from school through university. These essential issues easily escape our attention.
Conclusion
We have reached a point where outcomes have overtaken optics. Colleges and universities will increasingly be judged by graduate readiness and their ability to function in a volatile global environment shaped by artificial intelligence, geopolitics and geoeconomics. The rapid labour-market shifts too cannot be ignored. The writing on the wall is clear: we must abandon excuses and begin a process of academic catharsis.
Prof Gull Wani is Kashmir base d Political Scientist