In Kashmir, education begins with uncertainty of a kind rarely considered in other regions. Students often find themselves wondering whether classes will be held the next day, whether the internet will work long enough to attend an online session, or whether the electricity will last until an assignment is complete. These disruptions are not rare exceptions; they have become part of the academic environment. Instead of moving smoothly from one term to the next, the pace of learning is frequently interrupted, and planning ahead becomes difficult. This atmosphere shapes not only the structure of the school year but also the mindset of students, teachers, and parents.
While many parts of India have steadily moved towards learner-centric models, digital integration, and skill-based teaching, a large portion of educational institutions in Kashmir still work within a rigid, textbook-driven framework. Teachers are often under significant pressure to complete the syllabus rather than focus on deeper understanding, and students feel the weight of an exam system that rewards memorisation over critical thinking. Lessons tend to be designed around what can be covered quickly rather than what can be absorbed meaningfully, leaving little room for discussion, creativity, or hands-on problem solving.
The gap between what is taught and what is needed in today’s world is wide. Students still prepare primarily for final exams rather than for the variety of real-life challenges and opportunities they will encounter beyond school. In this environment, marks become the primary measure of ability, while skills such as communication, adaptability, and teamwork are often left to chance. Over time, this narrows the vision of what young people believe is possible for their future.
The introduction of digital tools was expected to be a turning point, but in practice it has had uneven effects. When the pandemic made online learning necessary, students in many Indian cities adapted quickly to video lectures, virtual classrooms, and cloud-based assignments. In Kashmir, digital education was far more challenging. Limited internet speed, frequent connectivity issues, and irregular electricity supply meant that students often missed important lessons or could not submit assignments on time. This was not a question of willingness to adapt—it was a question of access. Without consistent infrastructure, the promise of digital education remained out of reach for many.
The situation has also had a subtle impact on how students see themselves. While their peers elsewhere were engaging with new technologies, participating in online competitions, and accessing global resources, many in Kashmir were still trying to download a single file. This disparity can create a sense of falling behind, even among capable and motivated students, and can discourage them from aiming for competitive opportunities beyond their immediate environment.
Career aspirations, too, are shaped by these limitations. When asked about future plans, a large proportion of students still mention a few familiar career paths—doctor, engineer, civil service—less because these are their personal passions, and more because they are considered reliable options in an uncertain environment. Without structured exposure to different industries, professions, and skills, students cannot make informed choices. Career guidance in many institutions is minimal, often limited to a single annual seminar or a brief visit from a guest speaker. There is rarely a sustained program that begins early and continues to guide students through their educational journey.
Practical exposure is also scarce. Internships, live projects, field visits, and skill-building workshops are powerful tools for connecting academic learning to real-world application, but they are not yet a regular part of the curriculum for most schools and colleges in the region. As a result, students may graduate with solid theoretical knowledge but little idea of how it applies in workplaces, community initiatives, or entrepreneurial ventures. This gap between theory and practice limits their readiness for both employment and innovation.
An equally important but often overlooked area is support for students with different learning needs. Conditions like ADHD, autism, and dyslexia are still not widely understood in mainstream educational settings. Without trained staff, tailored learning plans, or inclusive classroom strategies, students with such needs can feel isolated or misunderstood. Many of them are labelled as inattentive or disruptive rather than being offered structured support. Teachers, even when willing to help, often lack the training and resources required to adapt their teaching methods to different learning styles.
The situation is not without its bright spots. There are educators and small organisations in Kashmir who are experimenting with modern teaching methods, creating mentorship programs, and finding ways to integrate skill-based learning into existing structures. Some schools have begun to run workshops on entrepreneurship, digital literacy, and creative arts. These initiatives show that change is possible when there is both intent and planning. However, such examples are still scattered and need to be scaled up to have a meaningful impact across the region.
One of the most valuable lessons from other parts of the country and the world is that educational reform does not need to start with large-scale, top-down changes. Often, small but consistent improvements make the biggest difference. Introducing structured career guidance from middle school onwards, building partnerships with local businesses and NGOs for internships, training teachers in inclusive methods, and ensuring consistent access to basic infrastructure can create a strong foundation. Once this base is in place, larger reforms—such as curriculum redesign or advanced digital integration—become far more effective.
Students in Kashmir have shown remarkable determination in adapting to challenges. Many share devices with siblings to attend online classes, form study groups in their neighbourhoods when schools are closed, and help each other catch up on missed lessons. Teachers, too, have gone beyond their standard duties, using messaging apps and creative scheduling to keep lessons going. These examples demonstrate that there is already a culture of resilience and collaboration to build upon.
The focus now needs to shift from coping with challenges to removing them. This means ensuring reliable electricity and internet access in educational institutions, setting aside time in the academic calendar for hands-on projects, and integrating local knowledge and community engagement into the learning process. It also means giving students the freedom to explore subjects outside their formal curriculum—arts, sports, technology, and trades—without attaching stigma or limiting value to these fields.
A modernised education system in Kashmir would balance academic rigour with flexibility, ensuring that students are not just exam-ready but also life-ready. It would offer pathways for both traditional and emerging careers, support diverse learning needs, and prepare young people to contribute to their communities while competing on national and global stages. Achieving this requires sustained investment, thoughtful planning, and the involvement of educators, parents, and students themselves in shaping what the future should look like.
Kashmir does not need to replicate any other region’s system wholesale. It needs an approach tailored to its own realities, strengths, and aspirations. By combining consistency in infrastructure, diversity in learning opportunities, and inclusivity in classrooms, the region can create an education model that serves its youth more effectively. The talent and potential are already here. The task now is to ensure that the system is ready to nurture and guide them—consistently, inclusively, and with a vision for the future.
The writer is an author, speaker, columnist and a mental health advocate pursuing bachelor’s in Chemistry at Amar Singh College. Can be reached at musaibbilal.216061@gmail.com
