BREAKING NEWS
Before we speak of artificial intelligence and cybersecurity, let’s speak of blackboards without chalk, classrooms without power, and schools without computers. In many Third World countries, even basic computing facilities are a rarity. Students are taught programming without ever touching a keyboard. Libraries are outdated; labs are non-functional; teachers are undertrained
In the age of Artificial Intelligence, space exploration, and quantum computing, we in the Indian Subcontinent particularily in Kashmir Valley still celebrate the passing of 10th and 12th-grade board exams with toffee distribution and congratulatory banners. Our social media handlers leave no stone unturned in glorifying rote-learning-based achievements, parading basic academic survival as national success. While the world is busy building neural networks, coding breakthroughs, and launching AI startups, we are stuck clapping at outdated milestones. This obsession with grades, not growth, has trapped our education system in mediocrity. If we truly want to compete on the global stage, we must shift from memorization to innovation, from marks to skills, and from celebrating completion to encouraging creation.
In an age where artificial intelligence is reshaping industries and coding is considered the new literacy, the question arises: Why are students from the Third World still struggling to stand shoulder-to-shoulder with their peers in the global IT arena? This is not just a matter of economics—it’s a matter of systemic neglect, institutional stagnation, and missed vision. In a world connected by satellites and fiber optics, the divide remains—not just digital, but intellectual and structural.
Rote Learning Kills Innovation
While the West encourages creativity, experimentation, and project-based learning, the Third World often promotes rote memorization, copying, examination cramming, and textbook worship. Here achievement is reflected by his/her marks while at the end of the day He/she is struggling for job in the market. A student may memorize five programming languages, yet never build a real application. The fear of failure is deeply ingrained, making risk-taking and innovation rare. There's little room for curiosity in systems that reward obedience over originality. Until education becomes a tool for thinking, not just passing, true IT competence will remain out of reach.
The Foundation is Fractured
Before we speak of artificial intelligence and cybersecurity, let’s speak of blackboards without chalk, classrooms without power, and schools without computers. In many Third World countries, even basic computing facilities are a rarity. Students are taught programming without ever touching a keyboard. Libraries are outdated; labs are non-functional; teachers are undertrained. This is not education—it is a simulation of education. How can students raised in such a vacuum be expected to compete in a world of real-time AI, cloud engineering, and quantum computing?
Exposure Deficit
While students in developed nations attend tech conferences, participate in global hackathons, and intern at top tech firms, many Third World students are trapped in local loops: Little or no access to mentorship, coding communities, or global internships. Language barriers, especially in English, further isolate them from online learning and global collaboration. Even when free tools like Coursera or GitHub are available, many don’t know how to use them effectively. In essence, the world is moving in fast forward—and they’re stuck buffering.They are the makers of Snapchat and our students in Third World are busy with snap sharing.They developed the Instagram and our students are busy with the filters of it, to look more cool and breezy.
The Absence of Research Culture
The global IT world thrives on research, experimentation, and innovation. New frameworks, algorithms, and platforms emerge not from rote learning—but from deep, collaborative inquiry. In most Third World universities, research is neither funded nor encouraged. There are no patents, no journals, no innovation labs, and no startup incubators. Faculty remain disconnected from industry trends, and students lack exposure to real-world problems. Without a culture of research, students remain consumers, not creators, of technology.
Economic Pressure Cripples Ambition
In the developed world, a student might code for passion. In the Third World, a student often studies for survival. Family expectations, poverty, and the urgency to earn force many to abandon learning and innovation. Here a simple Govt. job after graduation is celebrated with vocals and feast is given like He/She has caged moon and explored the whole cosmos while in the West these graduates are on Mars Mission. The brightest minds are pushed into low-paying tech support roles, instead of being nurtured into developers, researchers, or entrepreneurs. Many migrate abroad in search of better prospects, leading to a tragic brain drain. The question becomes: how can one dream of building the next search engine google when the priority is feeding a family of six?
Visionless Leadership and Policy Paralysis
No nation can compete globally without visionary policy-making and bold educational reform. Sadly, many governments in the Third World are: Oblivious to the tech revolution Focused more on elections than education. Inconsistent in digital policy, funding, and planning. Without state-backed strategies to invest in STEM education, R&D, and digital literacy, even the most talented students remain stranded on the margins of the digital world. There is history from last century that we haven’t produced a science gaints whom we would celebrate rather we talk in this Third world how to make a big palace like building and acquire lands to be known as a big landlord.
The Way Forward
Despite the grim picture, there is hope. India’s IT boom, Pakistan’s freelancing rise, Kenya’s mobile banking revolution, and Bangladesh’s digital startup wave show what's possible. Platforms like YouTube and OpenAI in Third World students access to world-class learning—for free. Youth-led coding communities are rising, challenging the status quo and building bridges to the global tech community. But this momentum must be matched by systems that empower, not stifle.
It’s Not a Lack of Talent, It’s a Lack of Opportunity
The students of the Third World are not inherently less capable. In fact, many are extraordinarily bright, resourceful, and driven. But they are failed—by their institutions, systems, and leaders.They are not behind because they lack brains. They are behind because they lack books, broadband, and belief. The world must recognize this not as a problem of the poor—but as a global failure. Because in a connected world, leaving billions behind isn’t just unfair—it’s unsustainable.
Email:---------------------umairulumar77@gmail.com
Before we speak of artificial intelligence and cybersecurity, let’s speak of blackboards without chalk, classrooms without power, and schools without computers. In many Third World countries, even basic computing facilities are a rarity. Students are taught programming without ever touching a keyboard. Libraries are outdated; labs are non-functional; teachers are undertrained
In the age of Artificial Intelligence, space exploration, and quantum computing, we in the Indian Subcontinent particularily in Kashmir Valley still celebrate the passing of 10th and 12th-grade board exams with toffee distribution and congratulatory banners. Our social media handlers leave no stone unturned in glorifying rote-learning-based achievements, parading basic academic survival as national success. While the world is busy building neural networks, coding breakthroughs, and launching AI startups, we are stuck clapping at outdated milestones. This obsession with grades, not growth, has trapped our education system in mediocrity. If we truly want to compete on the global stage, we must shift from memorization to innovation, from marks to skills, and from celebrating completion to encouraging creation.
In an age where artificial intelligence is reshaping industries and coding is considered the new literacy, the question arises: Why are students from the Third World still struggling to stand shoulder-to-shoulder with their peers in the global IT arena? This is not just a matter of economics—it’s a matter of systemic neglect, institutional stagnation, and missed vision. In a world connected by satellites and fiber optics, the divide remains—not just digital, but intellectual and structural.
Rote Learning Kills Innovation
While the West encourages creativity, experimentation, and project-based learning, the Third World often promotes rote memorization, copying, examination cramming, and textbook worship. Here achievement is reflected by his/her marks while at the end of the day He/she is struggling for job in the market. A student may memorize five programming languages, yet never build a real application. The fear of failure is deeply ingrained, making risk-taking and innovation rare. There's little room for curiosity in systems that reward obedience over originality. Until education becomes a tool for thinking, not just passing, true IT competence will remain out of reach.
The Foundation is Fractured
Before we speak of artificial intelligence and cybersecurity, let’s speak of blackboards without chalk, classrooms without power, and schools without computers. In many Third World countries, even basic computing facilities are a rarity. Students are taught programming without ever touching a keyboard. Libraries are outdated; labs are non-functional; teachers are undertrained. This is not education—it is a simulation of education. How can students raised in such a vacuum be expected to compete in a world of real-time AI, cloud engineering, and quantum computing?
Exposure Deficit
While students in developed nations attend tech conferences, participate in global hackathons, and intern at top tech firms, many Third World students are trapped in local loops: Little or no access to mentorship, coding communities, or global internships. Language barriers, especially in English, further isolate them from online learning and global collaboration. Even when free tools like Coursera or GitHub are available, many don’t know how to use them effectively. In essence, the world is moving in fast forward—and they’re stuck buffering.They are the makers of Snapchat and our students in Third World are busy with snap sharing.They developed the Instagram and our students are busy with the filters of it, to look more cool and breezy.
The Absence of Research Culture
The global IT world thrives on research, experimentation, and innovation. New frameworks, algorithms, and platforms emerge not from rote learning—but from deep, collaborative inquiry. In most Third World universities, research is neither funded nor encouraged. There are no patents, no journals, no innovation labs, and no startup incubators. Faculty remain disconnected from industry trends, and students lack exposure to real-world problems. Without a culture of research, students remain consumers, not creators, of technology.
Economic Pressure Cripples Ambition
In the developed world, a student might code for passion. In the Third World, a student often studies for survival. Family expectations, poverty, and the urgency to earn force many to abandon learning and innovation. Here a simple Govt. job after graduation is celebrated with vocals and feast is given like He/She has caged moon and explored the whole cosmos while in the West these graduates are on Mars Mission. The brightest minds are pushed into low-paying tech support roles, instead of being nurtured into developers, researchers, or entrepreneurs. Many migrate abroad in search of better prospects, leading to a tragic brain drain. The question becomes: how can one dream of building the next search engine google when the priority is feeding a family of six?
Visionless Leadership and Policy Paralysis
No nation can compete globally without visionary policy-making and bold educational reform. Sadly, many governments in the Third World are: Oblivious to the tech revolution Focused more on elections than education. Inconsistent in digital policy, funding, and planning. Without state-backed strategies to invest in STEM education, R&D, and digital literacy, even the most talented students remain stranded on the margins of the digital world. There is history from last century that we haven’t produced a science gaints whom we would celebrate rather we talk in this Third world how to make a big palace like building and acquire lands to be known as a big landlord.
The Way Forward
Despite the grim picture, there is hope. India’s IT boom, Pakistan’s freelancing rise, Kenya’s mobile banking revolution, and Bangladesh’s digital startup wave show what's possible. Platforms like YouTube and OpenAI in Third World students access to world-class learning—for free. Youth-led coding communities are rising, challenging the status quo and building bridges to the global tech community. But this momentum must be matched by systems that empower, not stifle.
It’s Not a Lack of Talent, It’s a Lack of Opportunity
The students of the Third World are not inherently less capable. In fact, many are extraordinarily bright, resourceful, and driven. But they are failed—by their institutions, systems, and leaders.They are not behind because they lack brains. They are behind because they lack books, broadband, and belief. The world must recognize this not as a problem of the poor—but as a global failure. Because in a connected world, leaving billions behind isn’t just unfair—it’s unsustainable.
Email:---------------------umairulumar77@gmail.com
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