In my opinion, the traditional education system in Pakistan still largely encourages a passive learning environment where students are expected to absorb information rather than actively engage with it. Although some modern teaching practices aim to promote critical thinking and student participation, the overall structure of classrooms remains teacher-centered.

In many schools, especially public institutions, teachers are seen as the ultimate authority figures. They often rely on rote memorization, focusing on completing the syllabus rather than fostering meaningful discussions or encouraging curiosity. For example, during my high school years, we were rarely asked for our opinions on the topics being taught. Questions in the classroom were usually one-sided, and our role was limited to repeating textbook content in exams.

However, I have also experienced positive change in some private institutions and during certain workshops. In these settings, teachers encouraged open-ended questions and valued student input. For instance, in a leadership workshop I attended, we were given real-life scenarios to solve in groups, and our ideas were discussed without fear of being judged. This made learning more engaging and meaningful.

In conclusion, while there are efforts to shift towards student-centered learning in Pakistan, the majority of classrooms still follow a traditional model where students remain passive recipients. To truly empower students, there needs to be a systemic change in both teaching methods and mindset across educational institutions.

In my opinion, the education system in Pakistan still leans heavily toward traditional methods, where students are often treated as passive recipients rather than active participants in their own learning journey. Despite some recent improvements, a teacher-centered approach dominates most classrooms, especially in public schools.

During my school years, I noticed that teachers focused more on completing the syllabus than encouraging discussions or critical thinking. For instance, we were rarely given opportunities to ask questions or share our perspectives. Our primary responsibility was to memorize content and reproduce it in exams.

That said, I have also experienced moments of active learning in certain extracurricular activities. In a debate competition, for example, we were encouraged to research, form arguments, and confidently present our ideas. This not only made the learning process engaging but also allowed us to develop critical thinking and communication skills.

Overall, while there are small pockets of progress, the larger education system still needs significant reforms to shift towards student-centered approaches where learners are empowered to think, question, and contribute meaningfully.

I believe that Pakistan's education system, in most cases, still emphasizes rote memorization and passive learning rather than active student participation. The traditional classroom model, where the teacher is seen as an authority figure and students are expected to quietly follow instructions, remains prevalent.

From my personal experience, classroom discussions were rare, and teachers often discouraged questioning. The focus was on covering the syllabus rather than exploring topics in depth. For example, in science class, we were asked to memorize definitions and diagrams rather than conducting experiments or exploring concepts practically.

However, I did notice a difference when I participated in a student-led project competition. In that setting, we were given the freedom to research, ask questions, and present our findings creatively. This experience was far more engaging and allowed me to understand the subject better.

In conclusion, while some efforts are being made to make classrooms more interactive, the overall education system in Pakistan still has a long way to go in fostering active student participation.

In my view, the education system in Pakistan still predominantly follows a teacher-centered approach, where students are viewed as passive recipients of knowledge rather than active participants in the learning process. This approach limits creativity, critical thinking, and meaningful engagement in classrooms.

I remember in my school days, teachers rarely encouraged open discussions or asked for our opinions on topics. Lessons were delivered in a one-way format, and students were expected to memorize facts rather than analyze or question them. For example, during history lessons, we were only required to remember dates and events instead of discussing the causes or consequences of those events.

However, I had a contrasting experience in a student workshop where collaborative group activities were encouraged. We were given real-world problems to solve, and every student's input was valued. This made me realize how engaging and fulfilling learning can be when students are allowed to actively participate.

To sum up, while there are isolated examples of student-centered learning practices in Pakistan, the majority of educational institutions still operate on outdated teaching models. A systemic shift is necessary to truly empower students to become active learners.