Written by: Muhammad Daud Khan, In-charge Pakhtunkhwa Radio Kurram, DGIPR
This is the era of artificial intelligence (AI), which is reshaping every sector of modern life. From governance to healthcare and education, its footprint is rapidly expanding. Understanding AI is no longer an option; it has become essential for survival and progress. Recognising the global shift, the Khyber Pakhtunkhwa government has decided to introduce AI education in public schools.
In a significant policy move, Chief Minister Muhammad Sohail Afridi recently announced that AI courses will be introduced from Grade 6 across government schools. He directed the Elementary and Secondary Education Department to take immediate steps to ensure the provision of necessary resources for the initiative.
Chairing a meeting at the Chief Minister’s Secretariat in Peshawar, Afridi said that AI now sits at the heart of future economies, education systems and administrative structures worldwide. Equipping the province’s children and youth with AI education, he said, was part of preparing them for the challenges and opportunities of the future. “Artificial intelligence will stimulate creativity among young people and equip them with globally competitive skills,” he said.
Following the chief minister’s directives, the E&SED secretary convened a meeting to start the groundwork for the initiative. He highlighted curriculum development, teacher training and technological infrastructure as the three essential pillars for successfully integrating AI into school curricula. The new curriculum is expected to be launched in the academic session, beginning on March 1, 2026.
The broad aim of this effort is to cultivate digital literacy, critical thinking and problem-solving abilities among students, ensuring that they align with emerging technological trends. Officials believe that early exposure to AI will significantly empower students, enabling them to navigate and contribute to the fast-evolving digital landscape.
To advance the initiative, a committee will soon be formed to review the existing IT curriculum and propose new content suitable for AI education. The committee will submit its recommendations in 15 days. Simultaneously, the Education Department will carry out an assessment of public-school infrastructure and IT teachers. This assessment, based on parameters set by the IT Board, will also be completed in 15 days.
Once these reports are compiled, the department will develop a comprehensive roadmap and a phased implementation plan. According to Khyber Pakhtunkhwa Education Secretary Muhammad Khalid, the preparatory work is already under way. “We have mobilised the relevant sections of the departments. A complete roadmap will be finalised within the next three weeks for the chief minister’s approval,” he said.
The new curriculum is expected to be launched in the next academic session, beginning March 1, 2026.
The initiative marks a shift from traditional learning models toward a more innovative, technology-driven future. As classrooms prepare to embrace AI, Khyber Pakhtunkhwa aims to place its young learners at the forefront of a global transformation, ensuring they are ready not just to adapt to the future but to shape it.
AI education is finding its place in Khyber Pakhtunkhwa, where several universities have already introduced BS programs in the field. Students are increasingly enrolling for AI courses, reflecting a growing awareness of the technology’s importance in shaping careers. Despite the progress at the higher education level, the provincial government’s recent decision to introduce AI has sparked a debate about ground realities, readiness and infrastructure gaps.
Muhammad Khan Mohmand, 22, a fifth-semester BS AI student, says the initiative is timely but demanding. Speaking to The News on Sunday on phone, he said that neighbouring countries such as China and India had already incorporated AI into their curricula.
“Including AI in school curriculum is a welcome move,” he said. “But many schools in remote areas of the province lack reliable internet services. Strengthening the existing system should be the first step.”
His concern highlights a persistent challenge: unequal access to educational resources. In several tribal districts of KP, internet services remain unstable. Many schools lack computer labs. Some struggle with even the most basic requirement, electricity. Under such conditions, introducing a technologically advanced subject like AI may overwhelm students instead of empowering them. “Without essential facilities, adding AI to the curriculum could become an extra burden,” Mohmand said. “This is a complex task and demands serious planning and groundwork.”
Attaullah, a BS student who has been studying the subject for two years, echoed similar sentiments in a phone conversation with TNS. He said that meaningful AI learning required an enabling environment.
“It’s easy to announce introduction of AI in the curriculum,” he said. “But to truly understand it, students need functioning computer labs, internet access and trained teachers. Without these, the effort will not produce the results the government desires.”
He says that only after ensuring the availability of basic digital infrastructure can AI education be successfully integrated. “If we first equip schools with the right facilities and then introduce AI, the outcomes will be better,” he added.