In recent years, there has been a noticeable rise in behavioural challenges among students, particularly at one of Islamabad’s leading public universities. The transition of students from intermediate college to university life at the bachelor’s level has exposed a significant gap in their preparedness for the responsibilities and decorum expected in higher education settings. This lack of preparedness has manifested in various forms of misconduct and disruption. Instances include student involvement in unlawful activities such as organizing unauthorized strikes, engaging in verbal and physical altercations with faculty and staff, frequent violations of university rules and regulations, and attempts to challenge official systems such as grading policies.
Additionally, patterns of academic neglect are apparent, such as habitual class bunking, poor attendance throughout the semester, and appearing only during examinations. Some students have even gone to the extent of sabotaging university infrastructure, including damaging CCTV cameras to evade surveillance, obstructing the transport system, and disrupting examination schedules. Clashes with security personnel and administrative staff from time to time further highlight the severity of the issue.
These behaviours not only affect the learning environment but also undermine the overall discipline and integrity of the institution. This growing concern indicates a pressing need to integrate character-building programmes and ethical education as essential components of the academic curriculum. Emphasizing values such as respect, responsibility, empathy, civic sense, and discipline can help shape students into well-rounded individuals who are not only academically competent but also socially and morally responsible.
Universities must take proactive steps through counselling services, mentorship programmes, co-curricular activities, and regular workshops on life skills, ethics, and emotional intelligence. Only through such holistic development can institutions foster a conducive learning environment and prepare students to contribute positively to society. While academic institutions play a crucial role in shaping societies by nurturing future leaders, a troubling trend has emerged wherein students increasingly take their institutions for granted. A recent incident at a leading public university in Islamabad has raised serious concerns. In this episode, students forcefully shut down the institution by initiating a strike, locking the entry and exit gates, halting the transportation system indefinitely, and disrupting in-person classes for over a week.
Unfortunately, this is not an isolated incident. Similar disruptions have occurred periodically, with students justifying their actions as part of their right to protest. However, the methods often involve unethical and unlawful behaviour. Rather than engaging in dialogue, some students resort to extreme measures to push forward their demands, which, in many cases, are either unreasonable or exaggerated. Demands have ranged from issues such as weak WiFi signals, additional hostel facilities, and the renovation or demolition of existing structures like cafeteria walls, to resisting police presence on campus, overstaying in hostels after the completion of studies, and organizing celebrations of non-academic events such as the recent request to celebrate Holi.
The call to celebrate Holi—a festival rooted in Indian culture— has sparked controversy, especially considering the strained political relations and ongoing conflict between Pakistan and India. Many have questioned the appropriateness of promoting such events on a large scale under the current circumstances.
Moreover, the conduct of some students toward faculty members is increasingly alarming. Reports have surfaced of teachers being harassed, misbehaved with, and even held hostage during protests. Attempts by faculty to guide students or maintain discipline are often mischaracterized as harassment, undermining the authority and safety of the teaching staff. This situation calls for a balanced approach. While students do have the right to voice their concerns, it must be done through lawful and ethical means. There is an urgent need for counselling, policy reinforcement, and institutional accountability to ensure that campuses remain centres of learning, not arenas of disruption.
Both observed and anticipated outcomes suggest that such positive educational inputs can lead to improved academic performance, reduced behavioral issues, enhanced social and emotional well-being, and the development of stronger communities. Ultimately, we must prepare future generations to embody strong values and make lasting, meaningful contributions to society through their commendable actions.
The current situation within the institution is deeply concerning. There is an urgent need to focus on character building and instilling core values among students. A critical question arises: How have students been allowed to reach a point where they misuse institutional grounds for personal or political activities? This behaviour is not only inappropriate but is also tarnishing the reputation of both the institution and its genuinely dedicated students. It is alarming that some students appear to have forgotten their fundamental role— that of a learner. It is equally troubling that teachers are repeatedly required to remind them of their responsibilities, even at this advanced stage of their academic journey. Where have the basic manners and etiquettes gone? Why is the university dress code being disregarded? What has led to such aggression in pursuing demands?
These questions demand reflection and decisive action. While such behavior is disappointing, it also presents a responsibility: to guide these students back onto the right path. Many are wasting not only their time but also the hard-earned money of their parents. Their actions are negatively impacting the overall academic environment. To address this, individual counselling sessions are strongly recommended— not just with the students involved but also with their parents. Students who disrupt the institution must be dealt with compassionately but firmly. At the same time, rules and regulations must be strictly and lawfully enforced to prevent further disturbances. Institutions have every right— and responsibility— to maintain order and discipline without compromise.
Students must understand their role and place within the academic hierarchy. Disrespecting teachers is unacceptable and disheartening, especially when compared to the once-cherished teacher-student bond that was built on mutual respect and admiration. It is evident that group dynamics sometimes lead to collective indiscipline, influenced by a few individuals. While students certainly have the right to raise genuine concerns and seek improvements in facilities, disrupting the entire institutional system is an extreme and unjustified measure. It is imperative to restore a culture of respect, discipline, and academic focus— for the betterment of students and the institution alike.
It is likely that many parents are unaware of their children’s hidden behaviours and intentions. Now is the time for parental involvement to extend to the university level as well. These students, who should be contributing to constructive endeavours, are unfortunately engaging in destructive actions. The drive for self-improvement appears to have diminished in many cases. Rather than focusing on personal growth, some students are seeking recognition and fame through unethical and unlawful means, often under the guise of leadership.
It is disheartening to witness this mindset among members of Generation Z. Compared to previous generations, they seem to require more guidance and counselling. The vast exposure to media and numerous digital platforms is often leading them astray from a meaningful and responsible path. There is a pressing need to steer them in the right direction and help them resist the distractions that can so easily derail their potential.
However, character building or development should focus on fostering ethical values and positive traits in students. Firstly, it is essential to nurture social skills, moral reasoning, and emotional intelligence, rather than allowing destructive behaviours to affect the environment.
A recent unfortunate incident highlighted the consequences of neglecting these aspects, leading to prolonged academic disruption just as teachers were striving to complete the semester. Secondly, there must be a strong emphasis on character education. This includes teaching communication and collaboration skills, encouraging respect for others in speech and writing, developing empathy, instilling civic virtues, and helping students understand their responsibilities and limitations. Thirdly, positive traits such as honesty, responsibility, patience, respect, resilience, compassion, integrity, passion, and kindness should be actively developed and encouraged. Lastly, academic focus must remain a top priority, as it forms the foundation of students’ future success. Character development and academic achievement should go hand in hand to produce responsible, capable, and ethical individuals.
In addition, character education should be integrated into the curriculum as a compulsory component of degree programs. Increased interaction with positive role models is essential to help students adopt and internalize these values. Inquiry-based learning should be encouraged, placing students in scenarios where they must consider the consequences of their actions. They should be provided equal opportunities to reflect on their experiences and be encouraged to engage in discussions on ethical issues. Positive reinforcement plays a crucial role in fostering desirable traits among young learners.
Both observed and anticipated outcomes suggest that such positive educational inputs can lead to improved academic performance, reduced behavioral issues, enhanced social and emotional well-being, and the development of stronger communities. Ultimately, we must prepare future generations to embody strong values and make lasting, meaningful contributions to society through their commendable actions.
