In the world, education is undeniably crucial for shaping individuals and societies in contemporary times. It is the cornerstone for social advancement, personal development, and economic prosperity. Education goes beyond mere knowledge acquisition; it focuses on critical thinking abilities and practical skills that are essential for navigating life’s multifaceted issues.
In developing countries like Pakistan, the Government of Pakistan is committed to putting concerted attempts and substantial resources into aligning the country’s educational standards with its regional counterparts. Our country faces various challenges in the education system of Pakistan but the main challenge is academic dishonesty. Unluckily it is a critical issue in Pakistan’s education system, with cases of cheating, plagiarism, and other forms of dishonesty undermining the credibility and quality of education. This challenge disturbs the overall education system in Pakistan, from primary schools to universities, and it also presents challenges for the overall society. No doubt, our education system greatly emphasizes exam and grade performance.
The pressure to secure high marks for scholarships, admissions, and career prospects drives various students to resort to dishonest practices. As per the Labour Force Survey 2020-21, the literacy rate was 62.8 per cent in 2020-21 as against to 62.4 per cent in FY2019, higher in males (increased from 73.0 per cent in FY2019 to 73.4 per cent in FY2021) than females (from 51.5 per cent to 51.9 per cent for the same period).
Area-wise analysis suggests literacy grew in both rural regions from 53.7 per cent in FY2019 to 54.0 per cent in FY2021, while in urban regions; it grew from 76.1 per cent in FY2019 to 77.3 per cent in FY2021. The literacy rate has gone up in all provinces, with Punjab (increased 66.1 per cent to 66.3 per cent), Sindh (61.6 per cent to 61.8 per cent), Khyber Pakhtunkhwa (52.4 per cent to 55.1 per cent), and Balochistan (53.9 per cent to 54.5 per cent). Despite various measures taken by the Government of Pakistan, exam security in our country remains insufficient.
Cases of leaked papers utilise unauthorised materials, and lack of strict supervision in examinations contributes to the high incidence of cheating. It is said that corruption and lack of accountability in the education system also exacerbate the issue. Students in the digital age, have easy access to online resources and equipment/tools that facilitate academic dishonesty. Although many institutes have launched plagiarism detection software, enforcement remains inconsistent.
In the country various educational institutions lack clear strategies and rules on academic integrity. Rather than critical thinking and problem-solving skills, in Pakistan, the customary education model often relies on rote learning. When students are taught to memorize rather than understand concepts, in order to succeed they are more likely to resort to cheating.
Economic and social pressures in the country play an important role in promoting academic dishonesty. Parents and society often place heavy expectations on students to excel academically, which drives them to prioritise grades over genuine learning. Additionally, financial issues and limited career opportunities lead some students to engage in dishonest practices as a means to secure better future prospects. Furthermore, academic dishonesty compromises the value of certifications and degrees. This impacts not only the credibility of individual students but also the overall reputation of Pakistan’s educational systems, making it challenging for graduates to gain acceptance or jobs globally.
Academic dishonesty also discourages students from engaging in genuine learning, which hinders their intellectual and personal growth. This not only affects their academic careers but also diminishes their capability to think critically, solve problems, and adapt to a rapidly changing world. No doubt the Ministry of Education and the Higher Education Commission (HEC) have initiated awareness campaigns and strategies to educate students and faculty on the significance of academic integrity. These campaigns aim to encourage a shift from a grades-centered culture to a learning-focused one. Initiatives like CCTV surveillance in examination halls/ centers, biometric verification, and stricter protocols for paper distribution have been launched in some regions to prevent cheating. While these initiatives have had some success, widespread implementation is required for greater impact.
Mainly the training programs that assist teachers recognize and address academic dishonesty are being launched, although these initiatives are still in their early stages. Educators are encouraged to create assessments that require critical thinking and are less susceptible to cheating. The government of Pakistan and related educational bodies/departments are working to shift from rote learning to a skills-based method, with a focus on critical thinking, creativity, and real-world problem-solving. This aims to diminish the pressure to cheat by valuing competencies over grades.
Rather than relying solely on traditional examinations, teachers can explore project-based assessments, presentations, and oral exams that encourage genuine understanding and reduce the likelihood of cheating. In last I would like to mention here through implementing stronger strategies, utilizing advance technology, promoting integrity-focused curricula, and fostering an environment where genuine learning is prioritized, our education system can work to reduce academic dishonesty and build a foundation for sustainable economic and educational growth.