Politics of Language and Literature in Pakistan

 Politics of Language and Literature in Pakistan 

Language has always been a tool of not only communication but also that of identity, and so, came the concept of national and regional languages, common to almost all the nations of the world. If they don’t have regional languages different from their national language, they have at least multiple accents and dialects of national language. But in a country like Pakistan this variability has level that demands identity as well as cultural affinity. In a country like Pakistan this linguistic diversity has multiple type of pros and cons. If, on the one hand, this bunch of regional languages lends a rich cultural diversity, on the other hand, these have their sociopolitical repercussions as well. The wide variety of regional languages and their impact is further heightened because Pakistan is postcolonial country and so has English language dominance even over the national language also. This has its own chain of conflicting demands and opportunity of opening multiple debates. 

One of the ways to harmonize the existence and functioning of this linguistic diversity is to write literature and translate it into national language also so that all diversity is harmonized under the umbrella of national language and yet these are represented individually as well. But this sociopolitical duty has not been performed the way it should have been done qualitatively as well as quantitatively. Firstly, in the pre-partition era although literature was produced in Urdu but still English dominated and progressive writers either wrote in English or translated their works into Urdu. Regional languages could not find an ample space to represent themselves. Post Partition Pakistan also could not harmonize the same and in the name of popularizing nationalism, one Urdu language was stressed without caring for the worth of regional languages. Consequently, the speakers of these languages felt threatened about the loss of their linguistic identity. And more stressed individuals took it as an opportunity of regional politics and even demanded small administrative units based on regional languages which further resulted in sociopolitical disintegration and the dream of linguistics harmony remains still to be achieved. 

While there is no harm in creating smaller administrative units in Pakistan for a better and improved management of public affairs in the provinces like Punjab and Baluchistan, but these should not become linguistic units because in this way, people will over stress their linguistic identity instead of stressing their micro-identity within the macro national identity. But in no way, this means that a few regional languages may be done away with; instead a comprehensive dialogue with all stake holders must be held to avoid language based divisions yet the rights and duties of the people in general may be ensured. 

Speaking linguistically, any language would die instead of evolving if it is not spoken by the speakers or no literature is written in this language. So, as a matter of policy, the regional languages of Pakistan should also be equally strengthened along with the national language, otherwise Pakistan is going to get deprived of this diversity of linguistic culture. The promotion of this linguistic diversity will ensure diversity in harmony. Diversity in harmony can impact other areas of our life also in the same way. Intolerance and impatience as a hallmark of frustrated life in this age of technology can also be harmonized to intermingle the diversity into social harmony when all sections of society would be sure of receiving their due share of representation in the national psyche. The celebration of linguistic harmony can therefore become a way for the solution of sociopolitical issues. 

Now, the time has come that regional languages must be given their due share in the representation matters by attempting to incorporate regional content into the national language by writing literature and popularizing the same throughout the country. The initial primary school teaching in regional languages also along with the national language should be enacted so that regional languages in no way feel underrepresented and the political cards of this nature may not be played. Pakistan is rich not only in cultural diversity but also 

literary production in English and Urdu language. Further support can come from the masterpieces produced by the regional language writers which may be further translated into English and Urdu language for the benefit of all. The same should be done with the masterpieces of Urdu and English language that can be translated into multiple regional languages. This will strengthen the linguistic harmony as well as national goal of one national language will also be achieved. English is to remain as a dominant English language, and let it be so but the national and regional languages deserve to he protected, popularized and harmonized as per the psyche, aspirations and culture of Pakistani people. Many countries with cultural and linguistic diversity have practiced this model and have successfully implemented without causing any sociopolitical issues in their country.

SPECULATIVE FICTION: THE MIRROR OF THE POSSIBLE

 Speculative literature represents one of the most potent countermeasures to the oppressive and often disheartening conditions produced by the sociopolitical, ecological, and existential crises of the modern world. From classical Greek texts to contemporary postcolonial and postmodern narratives, literature has consistently performed a didactic and reflective function—helping humanity confront the realities of its own condition. However, such realist or mimetic traditions frequently evoke discomfort, as they mirror the injustices, sufferings, and contradictions of human existence. By foregrounding the “bitterness of reality,” realist and naturalist literature often intensifies the reader’s awareness of despair rather than providing imaginative escape or hope.

In contrast, speculative literature—encompassing science fiction, fantasy, dystopia, and magical realism—transcends empirical reality to explore alternative worlds, future possibilities, and reimagined modes of being. As theorists such as Darko Suvin have argued, speculative literature operates through the principle of cognitive estrangement, whereby readers are simultaneously distanced from and intellectually engaged with alternative realities that reflect upon their own. It invites both writer and reader to engage in acts of imagination that challenge the deterministic boundaries of the material world. Through such imaginative exercises, speculative literature not only enlivens creative potential but also serves as a psychological and philosophical remedy against the existential weight of contemporary crises.

The genre’s dual benefits are evident. First, speculative literature activates and extends the human imagination, inspiring readers to envision realities that transcend earthly limitations—exploring possibilities of life beyond human and terrestrial constraints. Second, it creates a participatory imaginative space where readers co-construct meaning, empathizing with and reinterpreting the visionary worlds offered by the author. Thus, the foundation of speculative writing lies in a dialectic between human experience and human imagination: it draws from lived reality only to reimagine and transcend it.

A number of canonical works illustrate the transformative potential of speculative literature. George Orwell’s 1984 stands as one of the most significant examples of dystopian speculation. Through his construction of a totalitarian regime governed by surveillance, propaganda, and the erasure of truth, Orwell speculates on the trajectory of modern political power. As per views of theorists such as Michel Foucault, 1984 dramatizes the mechanisms of biopower and disciplinary control, exposing how language and ideology shape subjectivity. In today’s neoliberal climate—where meritocracy is often supplanted by market-driven competitiveness—Orwell’s vision resonates more than ever, serving as both prophecy and warning.

Similarly, Atwood’s The Handmaid’s Tale deconstructs patriarchal utopias and projects a feminist dystopia in which technology and religious fundamentalism converge to suppress autonomy. Atwood’s speculative feminism anticipates a world where technological advancement paradoxically re-inscribes gender hierarchies, a theme explored by theorists such as Haraway in her Cyborg Manifesto. Through her narrative, Atwood speculates not only on the dangers of authoritarian control but also on the fragility of feminist progress in an age dominated by technocapitalism.

A third major example, Márquez’s One Hundred Years of Solitude, illustrates another dimension of speculation through magical realism, a mode that collapses the boundaries between the real and the fantastical. In creating the fictional town of Macondo, Márquez reconstructs a mythic history of humanity—one where time, memory, and destiny intertwine. His narrative suggests that human beings continually attempt to build utopias, yet remain trapped by cyclical failures born of history and experience. As Fredric Jameson observes, such magical-realist works offer a “symbolic resolution to real contradictions,” allowing readers to engage with the dream of an alternative order while recognizing the inevitability of human limitation.

In essence, speculative literature functions as both imaginative liberation and critical reflection. It provides an aesthetic escape from the oppressive realities of the world, while simultaneously inviting readers to critique those very realities through estranged, visionary perspectives. By transporting human consciousness from the confines of empirical experience into the expansive realm of possibility, speculative literature restores to the reader a sense of agency and wonder. Ultimately, it is not merely a literary genre but a philosophical act of resistance—a creative assertion that imagination remains the most powerful antidote to despair.

Missing Links in Holistic Learning

 In their seminal work, Paul and Elder define critical thinking as the ability to evaluate, apply, and synthesize information derived from observation, experience, or communication. Their ideas echo Bloom’s Taxonomy, which emphasizes memorization, understanding, application, analysis, synthesis, and creation of knowledge as the ultimate goals of education. These principles underscore the core purpose of education: fostering intellectual growth and problem-solving skills. Unfortunately, in Pakistan, these foundational goals are alarmingly absent at the secondary and intermediate levels of education.

Despite the tireless efforts of students at these levels to earn high marks and secure degrees, critical thinking and analytical skills are glaringly absent from their learning journeys. This deficiency becomes painfully evident when students are thrust into real-life situations that demand problem-solving and critical analysis. The root cause lies in an outdated education system—a relic of the colonial 19th century—designed to produce compliant clerks rather than independent thinkers. There are the complaints from the employers that our graduates can not apply their knowledge to the job requirements and some even cannot produce a few sentences about their acquired skills. The students who are ostensibly high achievers in higher secondary examinations, fail to qualify for admissions to higher professional education because of their miserable performance in the entry tests.   

While elite private schools in Pakistan emphasize critical thinking and problem-solving, aided by modern examination systems that test students’ mental capabilities, public sector institutions lag far behind. In government schools and colleges, exams overwhelmingly assess rote memorization rather than analytical ability. Consequently, students from these institutions often struggle when faced with entry tests for universities or job assessments, even when their degrees boast high marks. In consequent such graduates perform better at the leadership roles. On the other hand, the graduates from public sector educational institutions have to re-learn the same things at their workplaces or need to undergo a different and multiple training sessions. This is the job of the educational institutions that the learners must be equipped with all life skills, job skills, and social skills during their stay at the institution. The absence of such essentials in our education, incapacitates our society also to perform as per requirements of the 21st century high tech and highly competitive world.

This disparity between elite and public-sector education perpetuates inequality, leaving the majority of students ill-equipped to compete on a global stage. At the bachelor's level, the problem persists. Despite curricula that ostensibly aim to teach critical thinking, untrained teachers and outdated teaching methods fail to deliver these skills. As a result, students graduate with vast amounts of theoretical knowledge but lack the ability to analyze, synthesize, and apply it to real-world challenges. In developed countries, education prioritizes analytical and problem-solving skills, preparing students to tackle complex challenges in their academic, professional, and personal lives. Pakistan must adopt a similar approach. As we move deeper into the 21st century, it is imperative to focus on producing graduates who can compete globally and contribute meaningfully to society. And if we still shun from our responsibilities to prepare a useful next generation, as we have done in past, we are going fail miserably at the global scenario.

Reforming Pakistan’s education system requires immediate and comprehensive action on multiple fronts. First, Classrooms must shift from passive learning to active engagement. Practical, task-based education should replace rote memorization, encouraging students to apply theoretical knowledge to real-world scenarios. Second, teachers play a pivotal role in transforming education. Comprehensive training programs must equip them with modern teaching methodologies that foster critical thinking and problem-solving skills. Third, Current exam formats focus excessively on memory recall. Question papers must be redesigned to evaluate students’ understanding, analytical skills, and ability to apply knowledge. This shift will ensure alignment between learning goals and assessment methods. Fourth, Syllabi must be overhauled to reflect the needs of the 21st century. The focus should be on developing skills that enable students to think critically, solve problems, and adapt to an ever-changing world.

Paulo Freire, the renowned philosopher and educator, argued that education should empower students to question and think critically about their surroundings. Without this, education risks producing subservient individuals rather than independent, free-thinking citizens. For Pakistan to thrive, its classrooms must become environments where students are encouraged to analyze, question, and apply their knowledge to real-world issues—whether at the workplace, in sociopolitical spheres, or in everyday life.

The need for educational reform in Pakistan is urgent. Public-sector institutions must prioritize teaching life skills, analytical thinking, and problem-solving abilities to bridge the gap between Pakistani graduates and their global counterparts. Only by addressing these systemic flaws can we produce a generation of graduates who are not only academically accomplished but also capable of meeting the challenges of the modern world. The time to act is now. By investing in education reform, Pakistan can unlock the potential of its youth and pave the way for a brighter, more prosperous future.

Digital Dreams, Jobless Futures?

 The much-celebrated rise of Artificial Intelligence (AI) is often portrayed as a technological utopia that will revolutionize every aspect of human life. However, history warns us that euphoric technological moments, from the advent of the internet to the promises of the digital economy, have frequently turned into disillusionment when societies were unprepared to absorb change. Unless approached with foresight, AI may follow the same trajectory, particularly in developing societies such as Pakistan. At present, Pakistan is at the entry stage of AI adoption, and the consequences are already visible. Traditional systems in education, healthcare, and employment are being disrupted, yet no sustainable replacement models are being built through modern technology. Unfortunately, many Eastern societies, including Pakistan, have lagged behind in contributing to global scientific innovation. Instead of producing original research, they largely import technologies developed in the West. These technologies are housed, owned, and controlled by developed nations, making dependent countries perpetually vulnerable to external manipulation. 

A major barrier to meaningful progress lies in Pakistan’s education system. The curriculum remains largely theoretical and outdated, emphasizing rote learning rather than practical application. As a result, graduates emerge with degrees but without employable skills. For instance, while universities annually produce thousands of computer science graduates, few are equipped with hands-on expertise in data analytics, machine learning, or robotics. This mismatch has created a paradox: a growing demand for AI-related jobs, but a workforce lacking the competencies to fill them. The risks of AI disruption are not only particularly stark in education, but also in healthcare, and engineering, the backbone of modern societies. AI-powered diagnostic tools, automated teaching systems, and engineering design software are likely to reduce traditional employment opportunities in these fields. Yet Pakistan’s infrastructure, policy frameworks, and institutions are ill-prepared to manage this transition. Worse still, the proliferation of private universities, often degree mills selling qualifications for profit, has produced a deluge of graduates who may demand jobs in AI sectors, precisely at a time when AI itself is automating those very professions. 

To avert this looming crisis, Pakistan requires a two-pronged strategy by building AI professionals and infrastructure and by securing non-AI sectors. Pakistan must train a generation of professionals who can not only use AI but also develop and maintain it. This means producing engineers and scientists capable of building the physical infrastructure (data centers, servers, and energy systems) on which AI depends. Countries such as India and China have already invested heavily in AI research hubs and cloud infrastructures. Pakistan cannot afford to remain a passive consumer of AI technology. 

Even if Pakistan becomes an AI-equipped nation, basic needs such as food security cannot be automated away. Investment in modern agriculture, food processing, and preservation is essential. Countries like Israel have shown how technology-driven agriculture can transform limited resources into food security. Pakistan, with its agrarian base, must adopt similar innovations. At the same time, AI must not be seen merely as an economic opportunity but as a potential tool of neo-colonial control. Without indigenous capability, Pakistan risks becoming digitally colonized, dependent on global corporations for algorithms, cloud storage, and even its national data. To counter this, Pakistan needs locally built data centers, AI research institutions, and training facilities for the next generation of tech workers. 

Most importantly, long-term planning is essential. Policymakers must look at least 50 years ahead. Curriculum design should align with the evolving job market: what skills will be needed in 5 years, 10 years, or 20 years? Without synchronization between higher education and industry demands, unemployment will only worsen. For example, while there is global demand for cybersecurity experts, data scientists, and AI ethicists, Pakistani universities continue to overproduce graduates in outdated fields. A practical short-term solution lies in vocational and technical training. Instead of producing unemployed degree holders, Pakistan should expand one-to-two-year diploma programs in AI-related trades such as robotics maintenance, cloud computing support, and data labeling. Countries like South Korea and Singapore transformed their youth employment by investing in such market-driven technical skills. 

In conclusion, AI is not inherently utopian or dystopian—it is a tool. For Pakistan, it can either become a pathway to empowerment or a nightmare of dependency. If policymakers act decisively—by reforming education, investing in infrastructure, and synchronizing skills with the market—AI can be an opportunity. But if ignored, the current euphoria may collapse into mass unemployment, economic instability, and renewed digital colonization. The choice, and the future, rests on the urgency of today’s reforms.

Natural is the New Smart Lifestyle

 The world has always been suffering from major setbacks and turmoils, but life was never that difficult and precarious as it has become now because technology and progress in the name of comfortable human life has caused havoc with it. The world is experiencing its worst time in the shape of uncontrollable epidemics and unpreventable diseases. The environment is changing its patterns in an unbelievable way, and human beings are unable to cope with, especially because of landslides, flash flooding and cloud bursting. Earthquakes are more frequent and more scattered in the world. The weather has not only become severe but also unexpectedly changed and diversified. It seems that humans have exploited mother nature to a point beyond return and the capacity to sustain it has also failed. 

There was less harm when science and technology were being employed by the humans to provide for the comfort, safety and progress of human life but when the same was converted to greed and unnecessary exploitation of natural resources, things started to change and mother nature decided to react. For example, the extraction of fossil fuels from earth. The fossil fuel deposit had taken millions of years in accumulating which the human beings extracted within just fifty years and burnt with such a great speed and quantity that the carbon footprints are everywhere and are playing major role in rise in temperature globally that all the human life patterns established so far are in danger. The same is the case with water that is an essential ingredient for the sustainability of life is depleting because of extraordinary amounts of extraction and wastages of potable water. The speed of extraction and wastage was so tremendous that the natural process of water charging of earth could not hold its grounds and so, consequently, water resource is depleted rapidly as is indicated by the rapidly increasing water tables in the earth. The water present on the earth level is also in scarcity because we have polluted it beyond limits by mixing our industrial waste with the waters of rivers and canals. This has affected not only flora but also fauna of our earth, resulting in the imbalanced modes of life. The carbon footprints have affected the air, which is second source of life in such a way that it is difficult to breathe in many cities when the smog weather settles in. 

This high time that we take care of our ecosystem and reverse some of our greed and exploitation to continue life on earth otherwise human beings will have to make life on some other planet which is so far beyond imagination. In fact, we need to reverse our luxurious lifestyle to a need-based lifestyle. I mean every human being must strive to save the available resources of the earth only to fulfill his or her needs to survive so that all human beings can sustain this planet and the planet itself may be able to replenish itself. For example, instead of commuting from workplace to home on daily basis, more residential offices may be built and similarly the markets may be concentrated very close to each residential area so that people may not have to travel long distances only for getting food supplies and to go to work. Similarly, our food consumption and wastage habits are to be controlled strictly so that we may eat only that much which is necessary for health and must not at all waste food in any way. Natural sustainable healthy habits can be useful in the reduction of disease as well. 

We have turned far away from our natural lifestyle and have adopted that lifestyle which is demanding in nature. This lifestyle may be reduced to the level of natural one using advancements in technology and science. For example, we can imagine that humans were able to live without air-conditioning and heating homes, this is possible now by using specialized technologies to maintain temperature along with the support of nature. For example, we have so far cut down more trees than planting them and resultantly, we are facing rise in temperature and other related issues. If trees falling and grown can be balanced possibly, we may maintain a healthy environment. In the absence of trees and plants, our planet can become just like Mras where life can not sustain itself. Moreover, instead of one car for every human, we must populate an efficient mass transit system so that more humans can travel while leaving very little of the carbon footprint. 

The time has now become we must develop a need-based economy where only essential modes of life should be sustained by the earth resources and that we must abandon the lifestyle where unnecessary exploitation of the earth sources is to control the rapid depletion. If possible, we may bring a balance where the replenishing and recharging of mother nature sustains itself. The time for this is now and there will never be again a better chance for this.

Teaching Literature for Employability

The revolutionary changes brought about by 21st-century technology have significantly altered the way we view teaching, learning, and employing literature. Many are supporting the claim to its redundancy and are advocating the closure of literature teaching departments in universities quoting the lack of employability of degrees in literature in the tech-driven world of 21st century. While it may appear that literature has lost its immediate value as a direct livelihood tool, this does not mean that teachers, students, or lovers of literature should abandon this discipline. Instead, it is imperative to adopt new pedagogical approaches that reposition literature as a skill-building and employability-oriented field, rather than one confined to passive reading and aesthetic enjoyment. Literature is the storehouse of knowledge and experiences of highly imaginative genius minds and ignoring its teaching would be an injustice to the progeny of humanity by denying them this rich area of knowledge and aesthetics.  Besides, teaching literature means helping people, tell, listen and analyze the stories of individual as well as collective. Abandoning teaching of literature would deny this opportunity of storytelling to humanity. 

Literature must evolve into a discipline that fosters transferable skills essential for navigating the rapidly changing technological and economic landscapes of the 21st century. UNESCO and the World Economic Forum highlight at least five core competencies required for sustainability in contemporary society: critical thinking and problem solving, communication and collaboration, cultural understanding, creativity, and digital literacy. Literature, when taught innovatively, can nurture all these skills and thus ensure its continued relevance. Teachers can transform literature classes into dynamic spaces for skill development. For instance, Critical Thinking can be cultivated by comparing dystopian texts such as George Orwell’s 1984 and Margaret Atwood’s The Handmaid’s Tale, which encourage students to analyze power, surveillance, and gender politics from different angles. Cultural Literacy can emerge through reading Chinua Achebe’s Things Fall Apart alongside Kamila Shamsie’s Home Fire, prompting students to reflect on colonialism, identity, and cross-cultural conflicts. Communication Skills can be enhanced through debating Shakespeare’s Hamlet or staging scenes from Ibsen’s A Doll’s House, exercises that sharpen persuasive expression and public speaking. Creativity and Innovation can be encouraged by asking students to reimagine Mary Shelley’s Frankenstein as a modern AI ethics narrative, blending literary study with technological imagination.

Beyond classroom engagement, literature teaching can be reoriented towards employment-oriented activities. In today’s digital economy, content creation for blogs, podcasts, YouTube channels, book reviews, and storytelling platforms has become highly significant. For example, students analyzing Emily Dickinson’s poetry can transform their interpretations into short-form video essays for TikTok or Instagram, thereby practicing digital communication and audience engagement. Similarly, classes on narrative structure can be linked to scriptwriting, journalism, or creative advertising, opening pathways into the creative industries. Teaching literature may emphasize more on these proliferating activities rather than simple classroom analysis. Moreover, the study of literature also provides opportunities to explore leadership and ethics. Shakespeare’s Macbeth offers a case study in ambition and moral compromise, while Orwell’s 1984 raises questions about propaganda, governance, and truth, which are skills relevant for leadership training, policy analysis, and media literacy. Furthermore, with the global demand for English and multilingual communication, literature can serve as a resource for teaching and interpreting language. For instance, analyzing Jhumpa Lahiri’s Interpreter of Maladies allows students to see how cultural translation, empathy, and nuanced communication operate—skills essential for international careers.

To remain relevant, literature must also embrace artificial intelligence and digital humanities. Students can use text-mining tools to compare language patterns in Shakespeare’s tragedies and comedies or create digital corpora to track the evolution of themes such as migration in contemporary fiction. AI can also be used to generate visual adaptations of texts, such as book trailers or interactive storytelling projects, combining literary study with technological fluency. A revolutionary shift in pedagogy is required, moving from traditional instruction to project-based and interdisciplinary learning. Literature can relate to psychology (Freudian readings of Kafka), politics (postcolonial readings of Ngũgĩ wa Thiong’o), economics (Dickens on industrial capitalism), media studies (film adaptations of Jane Austen), and environmental studies (eco-criticism in Amitav Ghosh’s The Hungry Tide). Experiential approaches, such as theatre workshops simulating historical debates, or student-led podcasts reviewing contemporary novels, can make literature more interactive. By encouraging learners to design newsletters, blogs, or social media campaigns inspired by texts, teachers help them practice professional communication in digital formats.

Ultimately, literature is no longer just about books; it is about cultivating skills for life, society, and work. In the 21st century, literature must be reframed not as a relic of cultural tradition but as a living discipline that equips learners with vital competencies. Through critical thinking, creativity, cultural understanding, digital literacy, and communication skills, literature can contribute meaningfully to employability and social development. By embracing interdisciplinary approaches, digital tools, and experiential pedagogy, literature teaching can prepare students not only to appreciate texts but also to thrive in an increasingly complex and technologically driven world.

The Rise of Convenience Culture: A Critical Appraisal

 

Since the advent of Covid-19, societies across the globe were introduced more forcefully to what we may call a convenience culture. This culture is characterized by the ease of purchasing goods, accessing services, and conducting daily activities online, often with just a few clicks. During the pandemic, when physical interaction was restricted to curb the spread of the virus, this mode of living seemed not only useful but necessary. Food, medicine, and household items could be ordered from home and delivered through courier services. Educational institutions, workplaces, and even social gatherings moved to virtual platforms. While this shift initially represented an effort to safeguard human lives, the trend has continued even in the post-Covid years, embedding convenience culture as an integral part of modern lifestyles. However, convenience culture is not limited merely to the purchase of commodities. A wide range of services are now available online. For instance, ride-hailing services such as Uber and Careem, food delivery platforms like Foodpanda, and online grocery apps have become part of everyday life. On the surface, this provides comfort, time-efficiency, and flexibility. Yet, beneath this convenience lies a range of social, psychological, and environmental costs that are often overlooked.

One hidden cost is the risk borne by service providers. For example, delivery riders often drive under pressure to meet deadlines, exposing themselves to traffic hazards. Another cost is environmental: the packaging materials involved in online deliveries contribute significantly to waste and pollution. Furthermore, the reliance on digital platforms reduces opportunities for face-to-face interaction. Traditionally, visiting a marketplace or shopping center allowed individuals to engage in casual social exchanges, observe products firsthand, and build connections within the community. This type of interaction, which contributed to confidence, trust, and community spirit, is increasingly disappearing. Education has also been affected. Learning, which thrives in the physical presence of teachers and students, has shifted substantially online. While online classes offer accessibility, they often lack the depth of real-time human interaction. Nuances of communication, immediate feedback, and the sense of community inherent in a classroom environment are diminished when teaching is reduced to video or audio calls.

Moreover, the glamour of convenience culture fades when its fragility becomes apparent. Poor internet connectivity, technical glitches, or sudden system shutdowns cause frustration and disrupt important activities. Issues such as data breaches and cybercrime further expose consumers to risks that are not easily reparable. Even when applications function smoothly, their maintenance costs are indirectly passed on to users, creating economic burdens under the guise of “free access.” Thus, the one-click lifestyle often results in socio-psychological inconvenience despite its initial promise of ease. The erosion of human relationships is perhaps the greatest casualty. Social media interactions—likes, comments, and shares—are increasingly replacing genuine human connection. What was once achieved through gatherings, shopping trips, and face-to-face exchanges is now mediated through screens. This not only diminishes empathy and emotional depth but also weakens the bonds that sustain communities. For example, previously, shopping excursions were occasions of recreation, friendship-building, and shared experiences. These have largely been replaced by solitary scrolling and digital transactions. Another dimension often neglected is the environmental footprint of convenience culture. Data centers, which store and process the massive amounts of online activity, consume vast amounts of energy and require rare-earth materials for maintenance. These costs are seldom discussed in public debates but represent a significant burden on the planet. Admittedly, convenience culture has created economic opportunities. The rise of digital platforms has opened new businesses and provided employment to many young people, particularly in developing countries. However, these gains come with trade-offs, as many traditional businesses, small shops, and community marketplaces have struggled to survive against the tide of online consumerism.

In conclusion, convenience culture—though initially embraced as a survival mechanism during the pandemic—has now become a permanent lifestyle feature with profound implications. While it offers efficiency and creates economic opportunities, it simultaneously undermines human relationships, weakens community ties, burdens the environment, and creates new psychological and social challenges. The task ahead is not to reject convenience altogether but to strike a balance: to embrace technology where it truly adds value while safeguarding the social, communal, and ecological dimensions of human life.