A few weeks ago, I had the privilege of delivering a talk at Gradeue College, Sheikhupura, a vibrant institution just west of Lahore. My visit was at the invitation of my dear friend, Professor Sardar Umder Draz Dogar, who heads the Political Science Department at the college. Professor Dogar is a remarkable individual whose academic acumen and passion for teaching have inspired students for the past three decades. Despite being visually impaired, he has illuminated the path of knowledge for countless learners. His courage and dedication are a beacon of hope in a world where education often faces significant challenges.
The faculty, especially the principal, extended warm hospitality, ensuring the event’s success with excellent arrangements, including an engaged student audience, working audiovisual facilities, and handy acoustics. I delivered a 45-minute lecture on the role of major powers in resolving global conflicts, focusing on four key case studies: the Russia-Ukraine war, the Gaza-Israel conflict, the Syrian war, and the protracted Jammu and Kashmir dispute.
In my analysis of the Russia-Ukraine war, I emphasised that no state can violate another’s sovereignty. While Russia cites a perceived NATO threat as justification for its invasion, it has no legal and moral basis for its actions in Ukraine. This war has resulted in the deaths of hundreds of thousands and displaced millions. As major global powers, Russia and the United States (US) must engage in dialogue to end this prolonged conflict. Encouragingly, the newly elected US President, Donald Trump, has hinted at backchannel diplomacy with Moscow, offering a glimmer of hope for peace.
The Gaza-Israel conflict remains one of the most devastating crises, with the recent war claiming the lives of around 50,000 Palestinians, primarily women and children. Though a ceasefire is currently in place, its sustainability depends on successful second-round negotiations. The US, with its diplomatic clout and historical support for Israel, has a moral responsibility to not only stop the bloodshed but also advocate for a lasting solution to the Palestinian-Israeli question. A two-state solution must remain central to these discussions, though achieving it will require unprecedented political will from all stakeholders.
The Syrian conflict, another tragic hotspot, has dragged on for over a decade. Here, the involvement of regional powers such as Turkey and Israel, along with US backing of the Hayat Tahrir al-Sham (HTS), complicates efforts to achieve peace. Stability in Syria is contingent upon Washington adopting a more measured approach, particularly by reevaluating its support for factions that fuel the conflict. If the US and regional players fail to recalibrate their strategies, Syria risks plunging further into chaos, thus, prolonging the suffering of its people and destabilising the broader region.
The situation in Jammu and Kashmir remains bleak. Due to deep-seated mistrust, neither India nor Pakistan has shown interest in meaningful dialogue. The UN, constrained by the interests of major powers like the US, has failed to play a constructive role in resolving the issue. Without direct intervention from global actors, the Kashmir dispute will remain a source of regional instability, further exacerbating the plight of its people.
Effective teaching goes beyond delivering lectures; it requires fostering critical thinking, promoting discussion, and encouraging students to engage with diverse perspectives
During the session, I was impressed by the students’ enthusiasm and their ability to ask pertinent questions in basic English, reflecting their understanding of complex global issues. Their inquiries on international organisations, major power rivalries, and regional conflicts kept me engaged for over an hour. However, I noticed that most questions came from male students, while female students remained reserved. To address this, educators must actively encourage female students to participate in discussions and create a more inclusive environment. Providing mentorship and ensuring equal opportunities can empower female students to voice their opinions confidently, unlocking the full potential of all learners.
This visit made it evident that educators and scholars from major cities such as Lahore must make deliberate efforts to engage with their counterparts in smaller towns and cities. By sharing ideas, teaching methodologies, and research practices, we can bridge the educational divide that exists within Punjab as well as the rest of Pakistan. Such interactions would enrich students’ learning experiences and provide faculty in smaller towns with exposure to contemporary academic trends and teaching techniques.
However, bridging this divide requires systemic reforms. For instance, the Political Science and International Relations (IR) syllabus prescribed by Punjab University for colleges in Punjab province is woefully outdated and poorly designed (see copies of course outlines below). It mostly relies on old textbooks and articles that fail to address the contemporary dynamics of global politics. Though the attached course outlines included some good books, such as The Globalisation of World Politics by Baylis et al. and Introduction to International Relations by Steans et al., it is essential to specify their latest editions in the syllabus.
Furthermore, these books must be available in college libraries to ensure students and teachers can access and utilise them effectively. Updated editions reflect the latest academic insights and global developments, making them crucial for comprehensively understanding the subject. Ensuring their availability would significantly enhance the learning and teaching experience, thus, bridging the gap between syllabus design and practical implementation.
The syllabus must be overhauled to ensure relevance and academic rigor. For each BS course, e.g., Introduction to Political Science, an academically oriented course outline should be developed, incorporating at least one recently published core text (read: book) recognised globally for its academic excellence, supplemented by 8-10 peer-reviewed journal articles that meet international standards.
In addition, faculty members at colleges should be provided with professional training to enhance their pedagogical skills. Effective teaching goes beyond delivering lectures; it requires fostering critical thinking, promoting discussion, and encouraging students to engage with diverse perspectives. The challenges facing our education system are significant, but they are not insurmountable. By fostering collaboration between educators in urban and rural areas, reforming outdated curricula, and investing in faculty training, we can lay the foundation for a more equitable and effective education system in the country. Institutions such as Gradeue College Sheikhupura, with their dedicated faculty and eager students, exemplify the potential that exists across the province. It is our collective responsibility to nurture this potential and ensure that education serves as a bridge, not a barrier, to progress.