LAHORE: Pakistan is poised to make a landmark contribution to the global future-of-education discourse with the introduction of the Deca-Archic Phygital Literacy Model, a comprehensive framework designed to guide educational reform, research orientation, and literacy policy worldwide from 2025 to 2050.
The model is projected to influence learning ecosystems across more than 17,000 universities globally as education systems adapt to rapidly evolving hybrid realities that merge physical and digital domains.
According to a press release issued by the Asia & Oceania Post-Doctoral Academia (AOPDA) here on Thursday, the AZH Deca-Archic Phygital Literacy Model was presented at leading international academic and policy platforms following a detailed discussion between Minister of State for Federal Education and Professional Training Wajiha Qamar and Prof Dr Aurangzeb Hafi, the author of the framework model.
The model has been showcased at UNESCO, the National Postdoctoral Academia (NPA-US), the Asia & Oceania Post-Doctoral Academia (AOPDA), South Asian Interdisciplinary Research Initiative (SAIRI) and other planetary-level forums.
These high-level presentations have positioned the framework as a human-centric, comprehensive, practical and policy-relevant roadmap rather than a purely theoretical abstraction, highlighting its applicability to real-world educational systems.
At this defining juncture between the first and second quarters of the twenty-first century, Pakistan’s polymath researcher Prof Dr Aurangzeb Hafi has inscribed a notable global milestone in the evolving architecture of education. The Deca-Archic Phygital Literacy Model responds directly to a fundamental transformation in how knowledge is produced, accessed, and validated in an era where physical environments and cyberspace are increasingly inseparable.
Phygital literacy, as articulated in the model, is neither a passing trend nor a technological accessory. It represents a new epistemology of learning — a systematic understanding of how human beings perceive, evaluate, and generate knowledge simultaneously across real-life environments and digital spaces. The framework conceptualises learning through ten integrated “arches”, and ten core-components harmonising cognition, ethics, technology, culture, governance, interface synchrony and human agency into a unified educational structure. The model comprises of ten arches: existential, experiential, definitional, differential, circumstantial, contextual, longitudinal, latitudinal, sequential, and cross-sectional.
It also offers a unification of five scientific realms with the five paradigmic frames of arts.
At its analytical core is a pioneering construct known as ‘Phygital Differential Calculus’, designed to measure, compare, and balance learning outcomes derived from Real-Life Data (RLD) systems and Cyberspace Data (CSD) systems. This construct offers policymakers, educators, and researchers a robust empirical tool to assess not only performance and outcomes, but also the cognitive and ethico-moral equilibrium of learning in hybrid environments.
In essence, the Deca-Archic Phygital Literacy Model offers humanity a structured pathway to move beyond passive information consumption toward multi-directional reasoning, critical navigation, ethical evaluation, and meaningful synthesis of knowledge. As education systems worldwide confront the pressures of digital acceleration, the model positions Pakistan as a thought leader in shaping the future contours of global learning.
