From Classrooms to WhatsApp

Recent government directives ordering the closure of educational institutions in parts of Pakistan and shifting learning to online modes have once again revived a familiar response. Remote education is often used as a temporary solution during disruptions caused by smog, public health risks, or security concerns. However, the decision raises an important policy question. Is Pakistan’s education system prepared to sustain meaningful learning through digital platforms?

The experience of the COVID-19 revealed both the potential and the limitations of remote learning in Pakistan. During the pandemic, millions of students were suddenly disconnected from classrooms when schools closed across the country. Authorities introduced emergency measures including televised lessons and limited digital instruction. Yet major challenges remained. Many students lacked reliable internet access, households often shared a single mobile device, and teachers had limited preparation for digital teaching.

The latest shift toward online learning has once again brought these structural gaps into focus.

Teachers relying on informal tools

To understand the situation at the school level, PolicyInsight.pk spoke with Nadia Jamshed Rana, Vice President of the Punjab Teachers Union. She explained that teachers in many public schools have not been provided with institutional access to digital teaching platforms such as Zoom or Microsoft Teams.

In practice, teachers are largely relying on WhatsApp to communicate with students and share assignments.

While messaging applications allow teachers to maintain contact with students, she noted that they cannot replace structured online learning environments that enable real time teaching, interaction, and feedback.

Ms. Rana also suggested that instead of completely closing schools, authorities could consider a limited in-person schedule such as four days of physical classes each week. She pointed out that many public school students come from nearby communities, meaning that daily commuting often involves minimal use of transportation.

“In many cases children attend schools located within their own neighbourhoods,” she said, adding that a partial in-person schedule could help maintain learning continuity during temporary disruptions.

Experts highlight structural challenges

PolicyInsight.pk also spoke with Baela Raza Jamil, CEO of Idara-e-Taleem-o-Aagahi, an organisation working to promote equitable access to education.

She observed that Pakistan has repeatedly experienced disruptions to schooling due to crises such as the COVID-19, floods, severe smog episodes, and security challenges. Despite these recurring disruptions, the country has not systematically developed or practiced reliable online or blended learning systems.

According to Ms. Jamil, the shift toward online education raises several fundamental questions. One question concerns whether every student has access to a stable internet connection and a digital device. Another question concerns whether teachers have received sufficient training and support to effectively engage children in digital learning environments.

Without addressing these issues, she warned, the move toward online learning risks widening existing inequalities in the education system.

Government perspective

Responding to questions from PolicyInsight.pk, a spokesperson from the office of Rana Sikandar Hayat stated that WhatsApp is currently being used as a practical communication tool between teachers and students during school closures.

According to the School Education Department Punjab, many students may not have access to the devices, internet bandwidth, or mobile data required to participate in live online classes through platforms such as Zoom or Microsoft Teams. In such circumstances WhatsApp is considered a more accessible option for sharing assignments, instructions, and study materials.

Key policy questions

The renewed reliance on online learning highlights several questions that policymakers may need to address.

Can every student realistically access digital learning platforms during school closures?

Are teachers sufficiently trained and supported to deliver engaging online lessons?

Has the education system developed the infrastructure required for blended learning during recurring disruptions?

A recurring challenge for education policy

Education disruptions caused by environmental crises, public health emergencies, or security situations are likely to continue. These repeated closures highlight the need for a more systematic approach to learning continuity.

If online learning is expected to function as an alternative during school closures, Pakistan may need to invest more seriously in digital education systems. This may include expanding affordable internet access for students, equipping public schools with structured digital learning platforms, and providing teachers with training for online and blended teaching methods.

Without such practical steps, the shift from classrooms to online learning will continue to depend largely on informal tools and uneven access to technology.

The real policy challenge is therefore not only how to respond to school closures, but how to ensure that learning continues for every student rather than only for those with reliable connectivity and digital resources at home.