In Pakistan, a person is considered literate if they can read and understand a simple text, write a simple letter and perform basic mathematical calculations.
Pakistan’s national literacy rate was reported at 60 per cent in the Economic Survey 2024-25, a modest rise from previous years, with male literacy at 68 per cent and female literacy at 52 per cent. It means around 40 per cent, or over 100 million people, remain illiterate in Pakistan. Beyond these troubling figures, the country continues to face deep gender and regional disparities, alongside a persistently large population of out-of-school children
While there has been some improvement, the rate of increase in literacy has been slow and has stagnated at times since around 2011, according to the National Commission for Human Development (NCHD). Rapid population growth, inadequate educational infrastructure, and rising poverty continue to undermine gains
In addition to high illiteracy, Pakistan faces an education crisis among school-age children, with an estimated 26 million children out of school, a number that has increased despite a previous decrease in percentage. More than half of these out-of-school children are girls, and over 60 per cent of 3–5-year-olds lack access to pre-primary education.
If the definition of literacy were raised to the level of Matric pass (Grade 10), the minimum qualification for most low-wage employment, particularly in the Middle East, the situation would appear even more alarming. Only about 20–25 per cent of Pakistan’s adult population holds this level of education or higher.
The question, therefore, is urgent: how can Pakistan tackle these staggering numbers and rapidly advance adult literacy, reduce the out-of-school population, and increase the number of Matric-qualified individuals so they can be gainfully employed in the shortest possible time, with the least investment?
The answer to all these lies in digital literacy. Digital literacy is not just about using technology, but about empowering people to participate in the digital economy and society, while addressing Pakistan’s challenges of equitable access and learning inequality.
We are living in the midst of a digital revolution. Artificial intelligence and digital technologies are transforming how people learn, communicate and work. In many developed countries, the majority of citizens are already digitally literate, while numerous developing nations have integrated digital literacy into national education strategies to strengthen their workforce and competitiveness.
Pakistan must redefine literacy to include the ability to access, understand, evaluate, create and responsibly use digital technologies and online resources. A digitally literate citizen should be able to read, write, learn, work and participate civically in a technology-driven environment, all while respecting the country’s linguistic, cultural and socio-economic diversity. A national shift from traditional literacy to digital literacy, if supported by both federal and provincial governments, could transform Pakistan’s social and economic landscape within a decade.
Such a transformation is entirely feasible within the country’s existing digital infrastructure. As of early 2025, Pakistan had approximately 116 million internet users, about 46 per cent of its population. In 2022, there were around 73 million smartphone users and 72 million social media users, numbers that have likely risen sharply since then. Although some individuals use multiple SIMs or devices, these figures demonstrate that digital access has already penetrated deep into society.
A practical and ambitious way forward would be to introduce a game-changing ‘Digital Literacy Matric Equivalent’ (DLME) programme, an accelerated, technology-enabled pathway to a Matric-equivalent qualification designed for the most active segment of the literate population aged 15 to 40. This initiative could focus on the 20–25 million literate adults outside the formal school system and, using a phased-in approach, achieve an adult literacy rate of 90 per cent within ten years.
The proposed DLME would combine the academic rigor of Grade 10 with modern digital competencies that enhance employability, civic engagement, and lifelong learning. The total study time could be approximately 1,200 instructional hours, comparable to a compacted Matric program for adult learners, delivered over 12 to 36 months, depending on the learner’s background and pace. Subject areas would include Core Languages and Communication, Mathematics & Logical Reasoning, Science, Pakistan Studies & Civics, Islamiat / Ethics / Religious Studies, ICT /Applied Digital Skills, and a vocational /skill-based elective subject.
The delivery model could easily rely on low-cost smartphones and low-bandwidth applications. Lessons and assessments would be available through an app designed to function on older phone models and in offline mode, minimising data usage. For learners without smartphones, community centers, schools and madrassas could serve as shared digital learning hubs, supplemented by low-cost device loan schemes. The government could further incentivise participation by offering free or subsidised internet access to registered learners.
Each module could conclude with an online in-person assessment administered through certified centers, with grades delivered via app or SMS. Successful learners would receive a Matric-equivalent certification, recognised by the Inter Board Committee of Chairmen (IBCC) for employment and higher education admission.
Some caveats and factors that might speed up or slow down DLME include the urban-rural divide, cultural factors and the gender gap, dropout and motivation, quality and assessment, resource constraints and political will. Yet none of these are insurmountable if there is clear policy direction, sustained leadership and public-private collaboration.
To ensure coherence and implementation, a Federal Task Force on Digital Literacy should be established, modeled on the creation of the Higher Education Commission (HEC) in 2001. This body, comprising eminent educators, technologists and policymakers, would be responsible for developing a national roadmap, curriculum standards and quality assurance framework for the DLME initiative.
If executed effectively, the digital literacy initiative could be Pakistan’s fastest and most inclusive path to social mobility, economic empowerment and national progress. By transforming illiteracy into digital capability, Pakistan can equip millions for productive employment, strengthen civic participation and leap into the digital future with confidence.
The writer is a former senator and former chairperson of the HEC.