By Azam Tariq

China’s decision to redesign university programmes around artificial intelligence, robotics, biomanufacturing, digital trade and smart agriculture offers a valuable lesson for Pakistan, where experts believe higher education reforms must shift from merely increasing the number of degrees to building skills, improving employability and strengthening links with emerging industries.

China’s Ministry of Education unveiled its 2026 undergraduate catalogue in late April, introducing new majors in artificial intelligence, energy systems engineering, agricultural robotics, biomanufacturing and digital trade. The reforms are part of a broader strategy to align higher education with the country’s industrial and technological priorities.

For the first time, China has also created an “interdisciplinary studies” category, comprising 15 programmes such as embodied intelligence and brain-computer science and technology. The move reflects Beijing’s growing focus on integrating education, innovation and economic development.

The updated catalogue now includes 883 majors. During the 14th Five-Year Plan period, Chinese universities added 10,200 undergraduate programme slots while discontinuing or suspending 12,200 others, highlighting a continuous effort to keep academic offerings aligned with evolving market requirements.

Pakistan, meanwhile, faces a very different challenge. According to the Pakistan Institute of Development Economics (PIDE), more than 31% of degree holders, including graduates of professional programmes, remain unemployed. The situation points to a persistent mismatch between academic qualifications and labour market demands.

Pakistan’s position on the Global Innovation Index 2025 further underscores the challenge. The country ranks 99th among 139 economies and stands at 124th in innovation inputs, reflecting weaknesses in institutions, human capital, research capacity and infrastructure.

Speaking with Wealth Pakistan, Abul Bari, Headmaster of Government High School Thor Kote and Drawing and Disbursing Officer (DDO) in the Education Department, acknowledged that Pakistan has begun taking small steps toward curriculum modernisation.

He noted that the Federal Board has introduced vocational and technical courses such as industrial electrician and tourism and hotel management. While these initiatives are encouraging, he stressed that similar reforms should be expanded across educational boards nationwide.

Bari believes China’s approach offers important guidance, particularly in areas such as robotics, machine learning and smart agriculture.

“Pakistan can also adopt this model to upgrade existing degree programmes and align them with modern commercial and industrial requirements,” he said.

He urged the Higher Education Commission (HEC) to introduce programmes that equip students with practical skills and industry-relevant expertise instead of focusing primarily on theoretical knowledge.

According to Bari, Pakistan must pursue a balanced strategy by investing in research and development for future-oriented disciplines while simultaneously addressing longstanding challenges in basic education.

He also highlighted the broader development gap between the two countries, noting that China has successfully eradicated absolute poverty while Pakistan continues to struggle with school enrolment and educational access in many areas.

Syed Basim Raza, Assistant Director Research at the Institute of Policy Studies, National University of Sciences and Technology (NUST), described Pakistan’s graduate unemployment problem as a structural issue rather than a temporary trend.

He argued that many academic programmes continue to prioritise theoretical learning without maintaining meaningful connections with industry requirements.

Raza welcomed HEC’s decision to introduce artificial intelligence courses across degree programmes but said the measure alone would not deliver the transformation needed.

“Adding a single AI course to an otherwise unchanged curriculum is like putting new tyres on a broken car,” he remarked.

He said Pakistan’s declining innovation indicators reflect deeper weaknesses within the education and innovation ecosystem.

Comparing the two countries, Raza pointed out that China’s creation of a dedicated interdisciplinary studies category demonstrates a far more ambitious approach to higher education reform.

In contrast, Pakistan’s curriculum revisions largely focus on minimum academic standards rather than supporting a broader industrial strategy, he observed.

Raza identified NUST’s robotics and AI initiatives, supported by its Special Technology Zone status, as a positive example. However, he described such efforts as isolated successes rather than part of a coordinated national framework.

“The Chinese model succeeds because education policy and industrial policy are developed together. In Pakistan, the two often operate independently,” he said.

He identified weak communication between industry and academia as one of the most significant barriers to meaningful reform.

To improve outcomes, Raza recommended concentrating resources on a limited number of high-potential sectors, including agriculture, energy systems, digital trade and international affairs, where domestic demand exists and industry participation is more likely.

He also emphasised the need to strengthen faculty quality, laboratory infrastructure and research capacity to support any future reforms.

According to Raza, HEC’s proposal to establish short, skills-focused community college programmes could provide a practical starting point for improving employability and addressing labour market needs.

China’s education reforms demonstrate the benefits of aligning academic programmes with economic priorities and technological advancement. For Pakistan, experts argue that sustainable progress will depend on developing targeted, industry-linked programmes, strengthening collaboration between academia and business, and investing in the institutional foundations required for innovation-led growth.

Credit: INP-WealthPk