Protesting locally, students alongside faculty—who face 15 months of unpaid salaries—are calling on authorities to resolve the financial crisis, restore academic activities, and support vital agricultural research in this agrarian region.

Ali Nawaz Rahimoo

Sindh Agriculture University Tandojam has reportedly closed its sub-campus in Umerkot, leading to ongoing protests by enrolled students for the past several days. The closure of this campus should not be viewed merely as administrative mismanagement; it represents a major policy failure that deprives the youth of Umerkot and adjacent districts of their fundamental right to higher education.

The regions surrounding Umerkot are predominantly dependent on agriculture and livestock. Local farmers face an uncertain future driven by severe water shortages, soil infertility, low crop productivity, limited technological integration, erratic weather, and shifting rainfall patterns. It is troubling that higher education in the very field sustaining this population is being abandoned and rendered unviable locally.

Students from the Umerkot Campus have staged protests at the local press club, demanding the immediate reopening of their institution. Having already deposited their semester fees, hundreds of students are deeply concerned about their academic futures due to the university administration’s sudden decision. Umerkot suffers from a critical shortage of higher education facilities, making this campus indispensable for local youth.

Shutting down a university campus after enrolling students and collecting their fees lacks justification. The university administration must clarify its reasons and ensure that students’ academic goals are not compromised. The campus holds the potential to serve a vast rural population that cannot afford the living, food, hostel, and transportation expenses required to relocate to Hyderabad, Tandojam, Karachi, or other distant cities. For working-class families, local access to higher education is essential to prevent capable young individuals from abandoning their studies. While government officials frequently highlight youth empowerment, job creation, climate resilience, and agricultural development, grass-root public institutions continue to lack essential support.

Faculty and staff at the Umerkot Campus are also severely affected, facing 15 months of unpaid salaries alongside continuous uncertainty regarding student admissions, according to lecturer Zulfiqar Mari. He urged relevant authorities to intervene proactively by coordinating with key stakeholders to clear pending salaries, resume classes, reinstate admissions, and formulate a sustainable financial strategy for the campus.

Umerkot requires dedicated agricultural research even more than central hubs like Hyderabad or Tandojam. The campus could serve as an essential research center for drought-resistant crops, water-efficient irrigation, organic farming, bio-fertilizer production, kitchen gardening, animal husbandry, climate-smart agriculture, seed development, ecosystem restoration, and renewable energy solutions. If an agriculture campus cannot operate in a primary agricultural district, its viability anywhere else remains questionable.

The Sindh Agriculture University Umerkot Campus initially launched classes in January 2018 within the Vocational Training Centre for Boys in Umerkot. In March 2022, it relocated to the Public School building in Vehro, where academic programs continued. However, physical operations ceased on July 15, 2026, creating widespread confusion regarding the university’s future and its 1,200 enrolled students—including approximately 450 female and 750 male students. The campus allowed these young individuals to pursue higher education without leaving their home district. Concerns have intensified following the university administration’s decision to exclude the Umerkot Campus from the admission plan for the 2027 academic year, leaving students, faculty, and community members uncertain about its operational status.

When local institutions in underdeveloped districts are neglected or abandoned, youth are deprived of quality higher education. The administration of Sindh Agriculture University Tandojam must address the reported closure transparently and outline clear pathways for students and staff. If the campus suffers from underfunding or staffing shortages, these challenges should be rectified without shutting down the facility.

The campus requires an adequate, well-qualified faculty along with essential infrastructure, including laboratories, reliable water supply, internet connectivity, transportation, and an uninterrupted power supply. Students must not be left uninformed, and a long-term strategic direction for the campus must be established without compromise. Establishing research stations, demonstration farms, and collaborative faculty-student initiatives can transform the institution from a degree-granting entity into a driver of rural progress.

The announcement regarding the closure of the Umerkot Campus should serve as an urgent call for authorities to increase educational budgets, ensure institutional transparency, and restore public centers of learning. Sustainable regional development requires providing agricultural districts with the academic faculties, research facilities, and laboratories necessary to excel and contribute to the nation’s agricultural sector.

Read: Chaunra – Resilient Thar Desert Homes

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Ali Nawaz Rahimoo, based in Umerkot, Sindh is a social development professional. He can be contacted on anrahimoo@gmail.com 

The post Umerkot Students Protest Campus Closure first appeared on Sindh Courier.

By Nuzair Ahmed Jamro

Moving from Traditional Classrooms to Smart Learning Environments

A classroom has always been a place where knowledge is shared, ideas are developed, and future generations are prepared. However, the way students learn and the way teachers deliver knowledge have changed dramatically around the world. Today, technology has become an important partner in education, helping teachers explain concepts better and enabling students to learn beyond the boundaries of a traditional classroom.

Across the globe, educational institutions are adopting smart classrooms, digital learning platforms, and online academic systems to improve teaching quality and institutional management. However, many colleges in Pakistan still depend on traditional methods where teachers rely mainly on textbooks, handwritten notes, printed materials, and manual record-keeping. While these methods have served education for decades, the changing needs of today’s students require a more flexible, interactive, and technology-driven approach.

Therefore, the time has come to rethink our classrooms—not by replacing teachers, but by empowering them with modern tools that make teaching easier, more effective, and more engaging.

Current Challenges in the Existing College Education System

Many public colleges continue to face challenges that affect the quality and efficiency of education. Faculty members often prepare lesson plans manually, carry teaching materials physically, maintain paper-based records, and depend on limited classroom resources. In many cases, valuable teaching content remains stored in personal files or devices, making it difficult to access, share, or reuse.

Similarly, students often depend heavily on handwritten notes and classroom explanations. If a student misses a lecture or needs additional revision, accessing the same learning material becomes difficult. Practical demonstrations, multimedia explanations, and interactive learning activities are also limited in many institutions due to the absence of digital facilities.

From an administrative perspective, monitoring academic progress, syllabus completion, faculty activities, and classroom utilization through manual systems is time-consuming and often inefficient. Without centralized digital platforms, institutions cannot fully utilize data for improving educational planning and decision-making.

These challenges indicate the need for a modern system where technology supports teachers, simplifies administration, and creates better learning opportunities for students.

The Proposed Solution: Smart Classrooms with an E-Lecture Management System

A Smart Classroom integrated with an E-Lecture Management System can provide a practical solution to these challenges. The purpose of this initiative is not to replace traditional teaching but to make it smarter, easier, and more effective.

Under this system, every faculty member would have a personal online account where they can prepare and upload their lesson plans, lectures, presentations, videos, assignments, and other teaching materials at any time. Teachers would not need to wait until they reach the college or classroom to prepare their content. They could access their accounts from anywhere—even from their homes or through a mobile phone.

A teacher travelling outside the city could still update a lesson plan, upload a new lecture, or review teaching material through a secure online platform. This flexibility would allow faculty members to manage their academic content according to their convenience while maintaining organized digital records.

Read: What is a Smart Classroom? The Complete Overview 

When entering the classroom, the teacher would simply log into the system and access the required lecture without carrying books, files, USB drives, or printed notes. The entire lesson would already be available through the Smart Classroom platform, allowing teachers to focus more on explanation, discussion, and interaction with students.

Modern Smart Classrooms can also provide wireless connectivity options. Teachers can connect their Android mobile phones, tablets, or laptops directly with smart projectors and interactive displays, allowing them to share presentations, videos, documents, and digital content instantly without complicated wiring or technical difficulties.

This simple and user-friendly approach can make technology a natural part of everyday teaching.

Benefits for Teachers: Making Teaching Easier and More Effective

Teachers are the heart of any education system, and technology should serve as a tool to support them.

Smart Classrooms can reduce the burden of manual preparation by allowing faculty members to maintain their complete academic resources digitally. Lesson plans, course outlines, lecture presentations, and teaching materials can be organized in one place and accessed whenever required.

Instead of spending valuable time searching for files or preparing repeated notes, teachers can focus more on improving teaching methods, interacting with students, and providing practical guidance. Digital platforms also encourage better planning because teachers can prepare lectures in advance and maintain a structured teaching schedule.

Furthermore, faculty members can gradually build their own digital academic libraries containing years of teaching experience, research material, and educational resources.

Benefits for Students: Creating an Engaging Learning Experience

Students are the ultimate beneficiaries of digital transformation in education.

Smart Classrooms make lessons more interesting through videos, animations, digital demonstrations, and interactive presentations. Difficult topics that are challenging to explain through traditional methods can become easier through visual learning.

For example, scientific concepts, engineering processes, historical events, and practical demonstrations can be presented in a way that improves understanding and long-term retention.

Students can also access digital learning material outside the classroom, allowing them to revise lectures according to their own learning pace. This approach supports independent learning and provides equal access to educational resources.

Moreover, regular exposure to digital tools prepares students for modern workplaces where technology skills are becoming increasingly important.

Benefits for College Administration and Governance

Smart Classrooms can also transform the way colleges are managed.

When integrated with digital attendance systems, student information systems, online assessments, and academic dashboards, college administrations can monitor institutional performance more effectively.

Principals and academic managers can view important information such as syllabus progress, classroom activities, attendance trends, and academic performance through centralized digital reports.

This reduces dependence on paperwork, improves transparency, and enables administrators to make better decisions based on accurate information.

Digital records also support accountability by creating a systematic record of academic activities and institutional performance.

Long-Term Impact on Pakistan’s Education System

The introduction of Smart Classrooms is not simply a technology project; it is an investment in the future of education.

A digitally enabled college system can improve teaching quality, reduce administrative workload, strengthen transparency, and prepare students for the demands of a rapidly changing world.

For Pakistan, where millions of young people are entering higher education and the job market every year, improving the quality of learning is essential. Digital classrooms can help bridge the gap between traditional education and the skills required in the modern economy.

Implementation Roadmap: Starting with Pilot Colleges

A practical approach would be to introduce Smart Classroom projects initially in selected government colleges across Sindh. These pilot projects can evaluate effectiveness, identify challenges, and provide a model for expansion across the province.

The initiative should include classroom equipment, internet connectivity, faculty training, technical support, and a centralized E-Lecture Management System. After successful implementation, the model can gradually be expanded to more institutions.

Conclusion: Preparing Classrooms for the Future

The future of education is not about replacing traditional classrooms; it is about enhancing them. Teachers will always remain the most important part of learning, but technology can make their work easier and their impact greater.

Smart Classrooms with E-Lecture Management Systems can transform colleges into modern learning environments where teachers can prepare and deliver lessons efficiently, students can learn more effectively, and administrators can manage institutions with greater transparency.

The question is no longer whether educational institutions should adopt digital transformation. The real question is how quickly we can provide our teachers and students with the tools they need to succeed in the digital age.

Read: Climate Diplomacy in a Warming World

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Nuzair Ahmed Jamro, hailing from Shikarpur, Sindh, is a Civil Servant. He writes on governance, public policy, and digital transformation. Email: najamro@gmail.com.

The post Smart Classrooms: Transform Pakistan’s Colleges first appeared on Sindh Courier.

It can offer the youth of Shikarpur something they urgently need: hope, opportunity, and a reason to build their future at home.

• The future of Shaikh Ayaz University should therefore be linked not only with academic achievement but also with innovation, research, entrepreneurship, and employment generation. If this vision is pursued with commitment and foresight, the university can become one of the most important institutions for regional development in Upper Sindh.

Nuzair Ahmed Jamro

The establishment of Shaikh Ayaz University was a landmark achievement for Shikarpur. For decades, students from the district had to travel to distant cities in pursuit of higher education. The creation of a university in their own district brought new hope to thousands of young people and their families. However, in today’s rapidly changing world, universities are expected to do more than award degrees. They must also prepare students for employment, entrepreneurship, innovation, and leadership.

This reality is particularly important for Shikarpur, where unemployment among educated youth continues to be a growing concern. Every year, a large number of graduates complete their studies, yet many struggle to find suitable employment opportunities. As a result, talented young people often migrate to Karachi, Hyderabad, Sukkur, Lahore, and Islamabad in search of better prospects. This loss of human capital not only affects families but also slows the district’s social and economic development.

The challenge, therefore, is not merely to produce graduates but to create pathways that connect education with economic opportunity. In this regard, Shaikh Ayaz University can play a transformative role.

Around the world, modern universities have evolved into centers of innovation and economic growth. They support research, encourage entrepreneurship, provide career guidance, and equip students with practical skills required by contemporary job markets. Pakistan’s leading universities have increasingly adopted this approach, demonstrating that higher education can directly contribute to employment generation and regional development.

A useful example can be found in Sukkur. Over the years, Sukkur has emerged as an educational hub for Upper Sindh, with its institutions providing students access to modern learning facilities, digital resources, and research opportunities. The library system of Sukkur IBA University, in particular, offers valuable lessons. Rather than functioning solely as a traditional reading space, it has become a center for learning, research, and academic engagement. Students benefit from digital databases, computer facilities, research support services, and collaborative learning environments.

Shaikh Ayaz University can adopt a similar vision by gradually transforming its existing library into a modern knowledge and innovation center. Such a facility would not require a complete overhaul overnight. Instead, it could be developed in phases through strategic investments and partnerships. High-speed internet, digital learning resources, online journals, computer laboratories, and collaborative study spaces could significantly enhance the educational experience of students.

More importantly, the library could become a platform for skill development and employment preparation. Dedicated sections for digital learning, freelancing, and professional certification could help students acquire practical skills in fields such as artificial intelligence, data analysis, digital marketing, graphic design, software development, and content creation. In an era where remote work is becoming increasingly common, such initiatives could allow young people in Shikarpur to compete in national and international markets without leaving their hometown.

The university can also contribute to employment generation by promoting entrepreneurship. Across Pakistan, many young graduates have successfully established startups, online businesses, consultancy firms, and technology ventures. A business incubation center at Shaikh Ayaz University could provide mentorship, training, and networking opportunities for aspiring entrepreneurs. Such initiatives would encourage young people to become job creators rather than job seekers.

Research represents another area with significant potential. Shikarpur faces numerous challenges related to agriculture, water management, urban development, education, and climate resilience. A dedicated research center within the university could produce evidence-based solutions to local problems while creating opportunities for researchers, analysts, and students. In this way, the university would contribute not only to academic advancement but also to informed policymaking and sustainable development.

The agricultural economy of the district also offers untapped opportunities. Agriculture remains the backbone of Shikarpur economy, yet limited value addition means that much of the economic benefit is lost before products reach larger markets. The university can play an important role by supporting research and innovation in food processing, packaging, storage, and agribusiness management. Such efforts could strengthen local industries and generate employment opportunities for educated youth.

Equally important is the role of elected representatives and policymakers. Investments in educational infrastructure should increasingly focus on innovation, digital learning, and skills development. Support from parliamentarians, provincial legislators, and local government representatives can help secure the resources needed to modernize facilities and launch new initiatives. Strong collaboration between government institutions and the university would significantly enhance the prospects for success.

Shikarpur possesses no shortage of talent. Its students have consistently demonstrated their ability to excel when provided with opportunities. What is needed now is a broader vision that views higher education as a driver of economic development rather than merely a pathway to degrees.

The future of Shaikh Ayaz University should therefore be linked not only with academic achievement but also with innovation, research, entrepreneurship, and employment generation. If this vision is pursued with commitment and foresight, the university can become one of the most important institutions for regional development in Upper Sindh. More importantly, it can offer the youth of Shikarpur something they urgently need: hope, opportunity, and a reason to build their future at home.

Read: A Medical Tower to Heal Sindh

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Hailing from Shikarpur, Nuzair Ahmed Jamro, is a Civil Servant and Research Fellow in Public Administration. He can be reached at: najamro@gmail.com

The post Shaikh Ayaz University: Hope and Opportunity first appeared on Sindh Courier.

Abduqahhorova Gulhayo | Uzbekistan

Modern education places great value on knowledge. We measure intelligence through exams, grades, certificates, and accumulated information. Yet despite unprecedented access to data, something essential is quietly disappearing: the ability to think.

Knowing and thinking are often treated as the same act. In reality, they are fundamentally different cognitive processes.

Knowing is possession.

Thinking is movement.

A person can know many facts without ever questioning them. Knowledge can exist passively in the mind, stored and untouched, like books on a shelf. Thinking, however, requires friction. It begins where certainty ends.

Knowledge without Resistance

Most educational systems train students to absorb and reproduce information efficiently. Success is defined by accuracy, not depth. As a result, learners become skilled at recognition rather than reasoning.

This creates an illusion of understanding. Familiarity replaces insight. When information feels known, the brain stops interrogating it. Questions fade. Doubt is interpreted as weakness rather than a sign of intellectual engagement.

In such conditions, knowledge becomes static. It does not interact with other ideas, nor does it challenge the learner’s worldview. It simply exists.

Thinking as Discomfort

Thinking begins when knowledge becomes unstable.

It appears in moments of contradiction, confusion, or intellectual discomfort—when existing explanations no longer suffice. Unlike knowing, thinking is inefficient. It is slow, uncertain, and often unsettling. It forces the mind to hold competing ideas without immediately resolving them.

This discomfort is precisely why thinking is rare.

Educational environments often reward certainty and penalize hesitation. Students learn quickly that correct answers matter more than meaningful questions. Over time, they adapt by suppressing curiosity in favor of compliance.

The result is competence without depth.

Why Knowing Feels Safer Than Thinking

Knowing offers psychological security. It allows individuals to anchor their identity in what they have mastered. Thinking, on the other hand, threatens identity. It introduces the possibility of being wrong—not just about facts, but about assumptions, beliefs, and values.

This is why intelligent individuals sometimes resist thinking more than others. The more knowledge one accumulates, the greater the internal cost of questioning it.

Thinking demands humility. It requires the willingness to dismantle what feels settled.

The Educational Consequence

When education prioritizes knowing over thinking, it produces individuals who can function within existing systems but struggle to question them. Innovation slows. Creativity becomes procedural. Critical thought is replaced by optimized repetition.

True thinking cannot be standardized or easily assessed. It does not always produce immediate answers. Sometimes, it produces better questions—and education rarely knows how to grade those.

Conclusion

Knowledge informs.

Thinking transforms.

A society rich in knowledge but poor in thinking risks intellectual stagnation. Information alone does not create understanding; it merely supplies raw material. Meaning emerges only when the mind engages, resists, and reconfigures what it knows.

The most important distinction education can teach is not what to know, but how to think when knowledge is no longer enough.

Read: When Education Loses Purpose in Pakistan

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Abduqahhorova Gulhayo is a student from Uzbekistan

The post Difference between Knowing and Thinking first appeared on Sindh Courier.

Dr. Hasan Nashid

The Architecture of Humanity

Throughout the extensive history of human civilization, men and women have been co-partners in progress. However, regarding the evolution of civilization, the construction of values, and the nurturing of future generations, the role of women is particularly pivotal. This is because the first touch of education a human being receives comes from a woman—the mother. Consequently, a woman’s knowledge, consciousness, morality, and foresight are directly linked to the future of a nation.

In today’s world, while developmental discourses revolve around economics, technology, and diplomacy, we often overlook the fact that the foundation of all these is humanity. Women occupy the most significant position as the architects of human beings. When a woman is educated, she does not merely change her own destiny; she participates in constructing the future of a family, a generation, and a nation. Reports from the United Nations, the World Bank, and various international research organizations consistently emphasize that sustainable development is impossible without the advancement of female education. Educated women contribute immensely to health, education, economics, social awareness, and the development of humanitarian values.

In the context of Bangladesh, this issue is of paramount importance. Since independence, female education has been one of the sectors where Bangladesh has achieved remarkable progress. The expansion of girl-child education, increased female employment, and active participation in various social development indicators have propelled the country’s progress to new heights. However, education is not merely the acquisition of a degree. True education renders a person visionary, humanitarian, and rational, making them conscious of the future. Therefore, a woman must not only be educated but also visionary, for education remains incomplete without foresight.

Lessons from Civilizational History

The history of human civilization is a history of joint contributions by men and women. Yet, at various stages of history, the role of women has not been duly evaluated. In many civilizations, women were confined to domestic roles, and their knowledge, wisdom, and leadership were undervalued. Nevertheless, history bears witness that women have played crucial roles in the progress of civilization in every era—be it in ancient Egypt, Greece, Rome, India, China, or Islamic civilizations.

In Islamic history, Khadija (RA), Aisha (RA), and Fatima (RA) were not just religious figures; they were unique examples of knowledge, wisdom, and leadership. Specifically, Aisha (RA) is recognized as one of the most important figures in Islamic scholarship. Similarly, the history of female education in Bengali society has been a struggle. In the 19th century, when female education was considered unnecessary by many, Begum Rokeya spearheaded a powerful movement, believing that national development was impossible without educating women.

The Foundation of Nation-Building

Education develops the power of thought, liberates people from superstition, and fosters a rational perspective. While education is vital for economic development and political stability, its true purpose is to create conscious, responsible, and humanitarian citizens. When a woman is educated, the benefits ripple through society because a woman is directly connected to every member of a family. Global research indicates that the higher the level of a mother’s education, the higher the educational attainment of her children.

The influence of an educated woman is multi-dimensional. Firstly, she educates the family; secondly, she instills positive values in children; thirdly, she increases social awareness; fourthly, she participates in economic development; and fifthly, she plays a vital role in creating future leadership. This is why it is said: “If you educate a man, you educate an individual; but if you educate a woman, you educate a family.”

Foresight is the ability to envision the future and make decisions accordingly. A visionary woman prioritizes long-term welfare over immediate gain. In the modern world, the concept of leadership is evolving to emphasize empathy, cooperation, and morality—qualities that often make female leadership particularly potent.

Shifting Realities: From Micro to Macro

The family is the primary educational institution where a child learns language, behavior, and ethics before entering a formal school. As the central figure in this process, the woman is the primary architect of the “factory of nation-building.” In families where women are educated and conscious, children demonstrate higher levels of discipline, empathy, and responsibility.

Furthermore, a mother’s influence is deeper than that of any other teacher. The child’s personality is largely formed in childhood, influenced by the mother’s education and perspective. A visionary mother does not just foster a desire for academic knowledge; she strives to raise her child as a truthful, responsible, and socially conscious human being.

This influence extends directly to health and economic metrics:

Health Awareness: An educated woman plays a critical role in maintaining family health. She understands the importance of immunization, nutrition, maternal health, and hygiene. Studies show that child mortality rates are lower among educated mothers. In Bangladesh, female education has significantly contributed to reducing maternal and infant mortality.

Economic Development: Women are now a driving force in the global economy, contributing to fields like medicine, research, engineering, IT, and administration. An educated woman’s entry into the workforce increases family income, improves children’s educational opportunities, and alleviates poverty. The World Bank notes that increasing female economic participation boosts national productivity. In Bangladesh, the contribution of women in the Ready-Made Garment (RMG) sector is a cornerstone of national economic growth.

Social Change: Educated women often emerge as pioneers of change against social inequality and superstition. They have played significant roles in movements for human rights, environmental protection, and social justice. By combating child marriage and promoting scientific thinking, they lead society toward progress.

Global Benchmarks of Leadership

History is replete with women who changed the course of humanity. Marie Curie pioneered new chapters in science and remains the only person to win Nobel Prizes in two different scientific fields. Rosa Parks sparked a new movement in the struggle against racial discrimination. Mother Teresa elevated humanitarian service to a new global standard, while Malala Yousafzai became a global symbol for the right to education.

Addressing the Bottlenecks

Despite progress, challenges remain, including poverty, child marriage, social prejudices, and the digital divide. To ensure holistic national development, we must prioritize the following interventions:

Ensure quality education for every girl child.

Expand technical and digital literacy for women.

Foster leadership qualities through educational and social organizations.

Create a safe and dignified environment in workplaces and educational institutions.

The Path Forward

Analysis of history and contemporary reality makes one truth clear: an educated and visionary woman is the foundation of a nation’s development. She nurtures children, enlightens families, strengthens the economy, and leads the state toward prosperity. Her influence flows through generations.

The principle of national development should not be competition between men and women but partnership. However, since the source of a human being’s first education and values is most often a woman, her role in nation-building is unique. To build a knowledge-based, humanitarian, and sustainable world, we must prioritize female education and visionary leadership. An educated woman is the architect not just of a family but also of the future of a nation.

Read: A humanoid demon in a tree

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Dr. Hasan Nashid is a poet, writer and PhD Research Fellow, Faculty of Education, International Islamic University Malaysia, Malaysia.

The post The Educated and Visionary Women first appeared on Sindh Courier.

Artikova Shohida Anvarovna

Many parents enroll their children in prestigious tutoring programs where they spend months expanding their vocabulary and acing textbook tests. However, when it comes to live communication and real-time interaction, they often freeze in silence. Does this sound familiar? Rest assured, the issue does not lie within your child’s capability, but rather in outdated instructional methodologies.

Today, we will explore a modern approach that yields the highest results in contemporary linguodidactics (The theoretical science of language teaching and learning) and eradicates the language barrier at its roots: the “Shadowing” method and its cognitive benefits.

What is Shadowing and How Does It Work?

Shadowing literally means “following like a shadow.” Rooted deeply in psycholinguistics, its core mechanism is remarkably straightforward: the child listens to an English audio source (a cartoon, a song, or a dialogue) and, with a mere delay of 0.2–0.5 seconds, repeats the native speech aloud simultaneously.

Unlike adults, preschool and primary school children should not be subjected to monotonous drills. Instead, we implement gamification—transforming the exercise into an engaging play technology:

“Let’s turn into your favorite bunny right now, and voice-over exactly what they are saying!”

Secrets of the Brain: Why This Method is Ideal for Children?

The period from ages 3 to 7 or 8 represents the sensory (most receptive and critical) period for language acquisition in human development. At this stage, a child’s brain does not consciously “learn” a language; rather, it “absorbs” it implicitly, much like a native tongue. The scientific benefits of the Shadowing method rely on the following psycholinguistic factors:

Activation of Mirror Neurons: The human brain possesses specialized neurons responsible for imitation. When a child does not merely listen to English speech but replicates it simultaneously, the auditory and speech centers of the brain (Broca’s area) fire concurrently. Consequently, the language is mapped onto the memory infrastructure several times faster.

Learning via “Lexical Chunks”: Traditional methods teach children isolated vocabulary words (e.g., apple, run). In Shadowing, however, the child internalizes words in context, as pre-fabricated structural blocks. For instance, a phrase like “He is running” is absorbed as a single, holistic template without the burden of complex grammatical analysis.

Reduction of Cognitive Load: When trying to speak through traditional training, a child must first think in their native language, translate it into English, and then retrieve the correct grammatical rules. This process exhausts the brain. Shadowing bypasses this translation chain entirely, accelerating speech reflexes to the level of automaticity.

4 Core Benefits of the Shadowing Method

Impeccable Pronunciation and Intonation: The child replicates the distinctive phonemes (sounds), rhythm, and intonation of a native speaker with absolute precision. This proactively prevents the crystallization of a heavy non-native accent in their future speech.

Transitioning Passive Vocabulary to the Active Phase: Children often understand many words passively by simply watching cartoons, yet they fail to produce them. The simultaneous repetition practice transfers these words into speech motor skills, enabling active utilization.

Phonematic Auditory Capacity: Continuous, high-focus listening trains the child’s ear to effortlessly distinguish between highly similar English acoustic variants (such as the [w] and [v] sounds).

Psychological Freedom: Because children perceive this process as a game, the debilitating “fear of making mistakes” or anxiety regarding communicative failure never takes root.

A Methodological Algorithm for Parents at Home

To effectively implement this method at home, parents do not need to possess flawless proficiency in English. Simply following this structured sequence is sufficient:

Selecting Multimodal Content

Auditory and visual synergy

Choose short, highly engaging animations featuring clear articulation (e.g., Peppa Pig, Steve and Maggie, or authentic nursery rhymes) that are appropriate for the child’s developmental level.

Micro-Session Discipline

The pause-and-repeat mechanism

Pause the video every 10–15 seconds and encourage your child to replicate the character’s exact words, capturing their emotional tone, laughter, and facial expressions (mimicry).

Session Duration Control

Time management constraints

Since a child’s voluntary attention span is short, avoid prolonged lessons. A mere 7–10 minutes per day is highly sufficient. The absolute key here is consistency and regularity.

A child’s brain absorbs new knowledge effortlessly, much like a sponge. Instead of forcing them to memorize a language, we must foster a natural linguistic environment through scientifically proven methodologies. Shadowing is an exceptionally effective, zero-cost strategy to bring an immersive English-speaking environment directly into your home. Play along with your children, shadow the speech together, and witness how effortlessly they begin to articulate in English!

Read: Language as a New Horizon of Consciousness

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Artikova Shohida Anvarovna is First-year Master’s Student in the Field of Theory of Education and Upbringing (Preschool Education) Fergana State University (FerSU) Margilan, Uzbekistan

The post Psycholinguistic Secrets of Shadowing Method first appeared on Sindh Courier.

• The speaking anxiety, in classrooms, can only be reduced when students are given freedom to speak in his mother tongue without any fear or taunts.

Intikhab Ahmed Panhwar

Their eyes are watching to see if they are called to converse and share their experience confidently, forgetting their past and thinking in the future with their hands grasped together moving reluctantly with their hearts pounding and perspiration dripping and trickling down their foreheads they stop near the podium and get frozen.

They nary utter a word, as their voice does not allow them to say anything. As a result, they chock and stand like statue in front of their fellows. This is what many teachers fail in identifying fresh undergraduates-Thousands of students get enrolled every year in Pakistan’s public and private universities where they pursue their dreams.

With vast diversity they enter into their selected learning programs and keep struggling to set their goals of lives. However, speaking demands nurturing that every parents have for their children. It is an admitted fact that children are heard and exposed to their target language without losing confidence, similarly they need an environment where they have space, where they are motivated and being heard with confidence and less discouragement.

In contrast, these fresh students are forced to speak in a language which is not theirs. As, Nelson Mandela puts it, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart”. My teaching experience taught me what Mandela had proposed long ago, as I believe that students especially the fresh ones, be given that much freedom in the beginning so that they may be able to speak confidently.

There are numerous institutions which charge students on not being able to communicate in a language other than their own. As a result, these students fall victim of speaking anxiety and this lead them to be less confident and worried when it comes to speaking. For-instance, I teach in district Mirpurkhas Sindh province where there is diversity of students and each one hails from a multi linguistic background, during a class specifically in their first semester, they are given freedom to give presentations in any language they want and due to that they gain huge confidence and become ready to speak in second language.

Read: Easing Students’ Anxiety About Speaking in the Classroom

Speaking is an art which needs to be polished with constant practice and repetition. Teachers play a huge role in shaping these young minds to boost their morale and display their latent talents in front of the market/world. Universities are the biggest industries of knowledge where products are manufactured to sell in the various avenues of demands. If a product is substandard, it will not run in the market. Therefore, a colossal responsibility lies on the shoulders of teachers who possess first hand interaction with their students.

Students need help in pushing them further, but all it needs is to be patience and wait for the right moment and it will surely be realized slowly. Things get out of hands when teachers demand swift response, ignoring the background of students and their diversity alike. Moreover; there are many students in a class who sit at the back so that they may not catch teacher’s attention. This avoidance creates gap and becomes detrimental for students’ learning and confidence too. Most often, teachers are unable to find out these fellows and the semester comes to an end.

Unfortunately, teaching in Pakistan is served as daily wages job which offers nothing but survival. On the contrary, teaching demands huge responsibility and well preparation for a class. Our system is made in a way where serving teacher, being 18th scale is treated below his standard that is a reason there are more aspirants who wish to jump into the ocean of bureaucracy.

A well diagnosis is required to reduce the speaking anxiety, as an apprentice will not be able to understand this whole phenomenon. Furthermore, this is normal as everyone goes through it whenever and wherever they are called to speak or give presentations, then why worry about this? Besides this, students in fact, overthink, such as, ‘I cannot do it.’ ‘My fellows will laugh at me.’ so on and so forth. This is where the anxiety starts paving its way and hinders students from expressing themselves openly.

Although, lots of tips are available on internet regarding speaking anxiety, as prepare yourself before presentations, go and speak before the mirror, create friends circle where you are given space to speak and have your say, honestly, reality is something else.

Being a teacher, I am not against all those tips, but I observe this behavior differently. I come across with many students and have observed them closely all they need is teacher’s support and positive feedback, but on that proviso, they are allowed to speak in their own language. With this, students may gain a lot of confidence and dare speaking without any hesitation.

Extrinsic motivation plays a big role in everyone’s life, be it a student or any other professional, it encourages them to display their qualities and make them feel they have weight to carry and showcase genuineness. However, for students, teachers are the driving force as their role is huge in this digital age, because the rapid modernization has upgraded teachers as facilitators. Gone are the days, when teachers were treated like elders who were the best advisors to every problem which got in the way. One cannot say they are less responsible or they are irrelevant, but there is a shift in their service that is why they still possess huge responsibility among the digital natives.

In conclusion, it can plainly be said, the speaking anxiety, in classes, can only be reduced when students are given freedom to speak in his mother tongue without any fear or taunts.

Read: The Blank Page is waiting

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Intikhab Ahmed Panhwar is Lecturer (English) at Sukkur IBA University Mirpurkhas Campus

The post Why the Students Fear Speaking first appeared on Sindh Courier.

By Sevara Matnazarova | Uzbekistan

Education is widely recognized as one of the most effective and sustainable means of reducing poverty. Poverty is not merely the absence of income; it is a complex condition that involves limited access to opportunities, inadequate skills, poor health, and social exclusion. In this context, education plays a transformative role by equipping individuals with the knowledge, abilities, and confidence necessary to improve their living conditions and participate fully in society.

One of the most significant ways in which education contributes to poverty reduction is through improved employment prospects. Individuals with a solid educational background are more likely to secure stable and well-paid jobs. Basic education provides essential skills such as literacy, numeracy, and communication, which are fundamental for almost any occupation. At higher levels, vocational and academic education offers specialized training that meets the demands of the modern labor market. As a result, educated individuals enjoy greater job security, higher incomes, and increased economic independence, all of which help lift families out of poverty.

Education also plays a crucial role in breaking the intergenerational cycle of poverty. In many cases, children born into poor families face the same economic hardships as their parents due to limited access to education and resources. However, when these children are given equal educational opportunities, they gain the ability to alter their life trajectory. Education enables social mobility by allowing individuals to rise above their socioeconomic background. Moreover, educated parents tend to place a higher value on schooling and are more likely to support their children’s education, ensuring lasting change across generations.

Another important contribution of education is its positive impact on health and overall well-being. Educated individuals are generally more informed about health-related issues, including nutrition, hygiene, and disease prevention. They are better equipped to make responsible decisions regarding healthcare and family planning, which reduces medical expenses and financial strain. Improved health leads to higher productivity and a greater capacity to work, further reinforcing the link between education and poverty reduction.

In addition to its economic and health benefits, education empowers individuals socially and politically. Education fosters critical thinking, self-confidence, and awareness of rights and responsibilities. Educated citizens are more likely to participate actively in civic life, engage in informed decision-making, and advocate for fair policies and social justice. This active participation contributes to more inclusive and equitable societies, where structural causes of poverty can be addressed effectively.

At the national level, education is a key driver of economic growth and sustainable development. Countries that invest in education benefit from a skilled workforce, increased innovation, and higher productivity. Such investments attract economic opportunities and reduce unemployment, ultimately leading to lower poverty rates. Therefore, education should be viewed not as an expense, but as a long-term investment in human capital and national prosperity.

In conclusion, education is a powerful tool in the fight against poverty. By improving employment opportunities, breaking the cycle of poverty, enhancing health, empowering individuals, and supporting economic development, education creates lasting positive change. Ensuring equal access to quality education for all is essential for building a more just, prosperous, and sustainable future.

Read: Education as a Transformative Force

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Sevara Matnazarova is a first-year student of the Faculty of Philology and Arts at Urgench State University named after Abu Rayhan Beruni, Khorezm Region Republic of Uzbekistan

The post Education – A tool to reduce poverty first appeared on Sindh Courier.

Souad Khalil |Libya

What motivated me to write this article about Al-Hadara University – Benghazi Branch is the excellence I witnessed from the very first moment I entered its campus. Anyone who passes through the university gates is first greeted by Ms. Arwa Bin Saud, the General Registrar, with her ever-present smile and refined manners, interacting with students with genuine compassion and care. This warm welcome is complemented by the other staff members and faculty, who reflect a spirit of dedication and a commitment to providing the best possible learning environment.

The general atmosphere on campus reflects cooperation, discipline, and academic quality. Classrooms are meticulously organized, corridors adorned with art pieces, and the library is equipped to welcome all students, making every corner of the university a space for creativity and knowledge. This positive impression, combining competence and humanity, makes the university a model to be emulated in Libyan education, embodying the values it seeks to instill in its students from the moment they enter until graduation.

Sports and Physical Fitness: Building the Body and Mind

Build Strength… Cultivate Confidence… and Begin the Path of Champions

Al-Abtal Gym – Al-Hadara University announces the opening of registration for Kyokushinkai martial arts training, in addition to physical fitness and Swedish exercise programs, under the supervision of specialized trainers.

The training programs are flexible and suitable for all ages and levels, taking students’ study schedules into consideration. These activities aim to build self-confidence, enhance physical abilities, and foster a spirit of healthy competition among students. Integrating sports into university life reflects the university’s philosophy of developing both body and mind, while promoting personal discipline and commitment.

Academic Programs and Learning Environment

Al-Hadara University – Benghazi Branch is a comprehensive educational platform, combining academic excellence and personal development. It offers programs across various applied and humanities disciplines, including:

Law, English Language, Architecture, Civil Engineering, Interior Design, Accounting, Business Administration, Cybersecurity, Artificial Intelligence, Computer Science, International Relations and Diplomacy

University Library

The library is equipped to meet the needs of all students and provides:

A wide range of resources, including books and journals across multiple fields.

Individual and group study areas to facilitate research and collaborative learning.

A dedicated support team to assist students in accessing academic information efficiently.

This attention to creating a complete learning environment reflects the university’s commitment to preparing students for academic and professional success from day one.

Culture and Arts: A Window to Creativity

The university places great importance on art and culture as an essential element of the educational process:

The “Made in Al-Hadara” exhibition offered artistic and folkloric performances, drawing workshops, and creative competitions with the participation of students and visitors, highlighting students’ talents and showcasing their abilities.

Walls and corridors are adorned with diverse artworks, transforming every corner into a space for aesthetic dialogue and exchange of ideas among young minds.

These activities enhance creativity, encourage students to express themselves in innovative ways, and help build a vibrant university community.

Practical Training and Legal Programs

To support the practical side of the law program, students participated in hands-on training that included:

Criminal and personal status teams

Mock court simulations to enhance legal skills and link theory to practice

The training was supervised by Prof. Omar Al-Falah, Prof. Walid Al-Hashimi, and Prof. Afaf Al-Sheikhi, in collaboration with Al-Salam Training and Research Center.

Students demonstrated high capabilities in legal analysis, advocacy, and teamwork, reflecting their legal awareness and readiness to enter the professional legal field in the future.

Data Science and Technology

The university highlights the importance of technology and digital transformation through:

A lecture titled “The Importance of Data Science” delivered by Mr. Ashraf Miftah, enhancing analytical skills and keeping pace with the digital shift.

A presentation by student Hamza Al-Zawi, showcasing a robot from Al-Morshed Company, encouraging students to engage with modern technologies and their practical applications.

These initiatives aim to bridge academic knowledge with practical experience, building a technology-aware generation capable of innovation and problem-solving.

Business Administration and Marketing Projects

Students of the Business Administration Department carried out integrated projects, which included:

Producing a promotional video for the university

Developing a comprehensive SWOT strategy

Designing brochures reflecting the university’s vision and mission

The projects were supervised by Dr. Mohamed Al-Madani, in the presence of faculty members, the department coordinator, and the university president, reinforcing applied learning and linking theory with practice.

Global Student Achievements

We congratulate student Amira Abdelkader Salem Ismail, a member of MTG7, who represented Libya in the VEX Robotics World Championship in Texas, USA, where the team won the Community Award from Google and the Judge Award, in recognition of their outstanding performance and community efforts.

This historic achievement reflects students’ determination, hard work, and self-reliance, serving as an inspiration to Libyan youth that excellence is possible through commitment and creativity.

Campus Life: Humanity and Dedication

Upon entering the university, one witnesses genuine smiles and the dedication of staff and faculty to meet students’ needs, reflecting the spirit of humanity and diligence instilled in every student: responsibility, discipline, and striving for excellence.

Al-Hadara University – Benghazi Branch is not just an educational institution; it is a comprehensive platform for knowledge, art, culture, innovation, and practical training. Through diverse academic programs, hands-on activities, cultural initiatives, and local and international student achievements, the university demonstrates its leadership in preparing a generation capable of facing contemporary challenges and contributing effectively to society and the nation.

In conclusion, Al-Hadara University – Benghazi Branch remains a beacon of knowledge and creativity, a platform for developing skills and capabilities, where ambition meets knowledge, and students craft their own success stories, becoming ambassadors of excellence and innovation both locally and globally.

Read: The Concept of Formalism

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Souad Khalil, hailing from Benghazi Libya, is a writer, poet, and translator. She has been writing on culture, literature and other general topics.

The post Creativity Fuels Learning at Al-Hadara University Benghazi first appeared on Sindh Courier.

Ali Nawaz Rahimoo

Mahnoor Sheikh may appear physically delicate and soft-spoken, but beneath her gentle presence lives a spirit carved from resilience and unwavering faith. In a society where patriarchy often dictates a woman’s boundaries and class divisions silently suffocate ambition, her journey is not merely inspiring, it is revolutionary. In communities where many women are expected to remain within the walls of their homes, silence becomes a habit and dreams are often negotiated away. Yet Mahnoor chose a different path. She chose to rise, to speak, and to lead. Born on 1st November 2000 in Naushahro Feroze, Mahnoor’s early life was rooted in simplicity. She completed her primary to intermediate education at the Star Schooling System, a private institution in her hometown. Even as a young girl, she carried a quiet determination a sense that education was not just a personal achievement but a responsibility. She later pursued a Bachelor of Science degree in Education from the University of Sindh, Old Campus Hyderabad, where her understanding of education deepened into a mission.

In 2020, when the COVID-19 pandemic swept across the world, classrooms fell silent. Institutions shut their doors, and uncertainty lingered in every home. For many students, education became a distant memory. During her second year at university, Mahnoor returned to her village after months of isolation. What she witnessed broke her heart. Children who once carried schoolbags now wandered aimlessly. Some were drawn toward unhealthy distractions; others were simply losing hope. The silence of closed schools echoed loudly in her conscience.

She could have looked away. Many did. But Mahnoor could not. Disturbed by the reality unfolding before her eyes, she made a decision that would alter countless lives. With little more than determination and faith, she established Mahnoor School in Naushahro Feroze. What began as a modest effort to keep children engaged during lockdown slowly evolved into a sanctuary of hope. She gathered children, encouraged them to learn, and reminded them that their dreams were still valid. In a time of global fear, she created a space of safety and opportunity.

The school was never just about books and examinations. It was about rebuilding confidence. It was about telling children from underprivileged families that their circumstances did not define their potential. Day by day, what started as a temporary initiative became a permanent institution a symbol of what courage can achieve.  But Mahnoor’s vision extended beyond classroom walls.

She recognized that education alone was not enough in a society where economic dependence often traps women in cycles of vulnerability. To break this chain, she established a sewing and vocational training center for young girls. Around sixty girls enrolled, many of whom had never imagined learning a skill that could transform their futures. They were trained not only in stitching but also in practical handcraft techniques that carried market value.

When their training concluded, Mahnoor did something extraordinary she provided them with sewing machines. It was not charity; it was empowerment. Each machine represented dignity, independence, and the ability to support their families. For these young women, it meant that their hands could now build their own destinies.

Her tireless dedication did not go unnoticed. In 2022, she was honored with the “Best Teacher” award by the Education Minister of Sindh. The recognition was a proud moment, not just for her but for her entire community. Yet awards were never her goal. For Mahnoor, the real reward lay in seeing a child return to school or a young girl earn her first income.

Her work also reached beyond national borders. In 2025, Professor Dr. Nilofar Khamisani of the University of Kansas completed a PhD research study examining Mahnoor Sheikh’s contributions to grassroots education. The research stands as academic recognition of what her community already knew that her work carries transformative power. A biography based on her life and efforts is now being prepared, ensuring that her story inspires generations to come.

When the devastating floods of 2022 struck Sindh, destruction swallowed homes and livelihoods. Once again, Mahnoor stepped forward. She organized relief efforts, distributing ration supplies, solar panels, water pumps, and medical assistance. She supported families in rebuilding their homes and ensured students received educational materials so their studies would not be permanently disrupted. In moments of crisis, she became a pillar of strength for thousands.

The same year, she entered local government elections, stepping boldly into practical politics. For a young woman in a conservative environment, this was an act of defiance against deeply rooted norms. Her purpose was not personal power but representation. She sought to amplify women’s voices and encourage young girls to believe that leadership is not reserved for men. Her message was clear and unwavering women must be educated, self-reliant, and empowered. Only then can society experience genuine transformation.

Through her school, she also reached out to children who had dropped out or had never attended school at all. She facilitated their admissions in various institutions and ensured they could sit for examinations. For many of these children, it was a second chance a doorway reopened to a future that once seemed closed.

Today, Mahnoor Sheikh stands as a symbol of hope, resilience, and fearless leadership. She proves that strength is not measured by physical presence but by the courage to act when others remain silent. Her life teaches us that change does not begin with wealth or authority; it begins with compassion and determination. If more women rise with the same vision and courage if more communities nurture leaders like her then a society built on justice, equality, and opportunity is not a distant dream. It is a promise waiting to be fulfilled and in that promise, Mahnoor Sheikh’s story will forever shine as a beacon of what one determined heart can accomplish.

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The writer is a social development professional. He can be reached at anrahimoo@gmail.com

Read: Education in Pakistan: Inequality Rebranded

The post Educating the Underprivileged Communities first appeared on Sindh Courier.