Published: 12:15 AM, 15 August 2026
Just Textual Knowledge Is Not Enough to Survive in This Competitive World
In the past, education was largely measured by how much information a student could remember and reproduce in an examination. A good student was often considered one who could read textbooks carefully, memorize important facts and write satisfactory answers in the examination hall. Academic knowledge remains important, but the world has changed dramatically. In the twenty-first century, simply possessing textual knowledge is no longer enough to succeed in education, employment or everyday life. Alongside traditional academic learning, people increasingly need strong Information and Communication Technology (ICT) skills and proficiency in English.
The modern world is driven by information, technology and global communication. Computers, smartphones, digital platforms, artificial intelligence, online education, electronic commerce and social media have become part of ordinary life. At the same time, English has emerged as a major language of international communication, higher education, science, technology and business. A person may have excellent academic qualifications, but without the ability to use technology effectively and communicate in English, many opportunities may remain beyond reach.
This does not mean that textual knowledge has lost its value. Rather, it means that knowledge must be combined with practical skills. Memorizing a definition of a computer program is not the same as knowing how to use it. Reading about communication is not the same as being able to communicate clearly with people from different backgrounds. Education must therefore prepare learners not only to know, but also to do, communicate, create and solve problems.
ICT skills have become particularly important because technology now affects almost every profession. From agriculture to banking, healthcare to journalism, manufacturing to education, digital tools are changing how people work. Even jobs that once required little technological knowledge increasingly involve computers, mobile applications, digital records, online meetings or electronic communication.
A student who knows how to search for reliable information online, prepare documents, create presentations, manage spreadsheets and communicate through digital platforms has a significant advantage over someone who depends entirely on printed materials. More advanced ICT skills can open even greater possibilities. Programming, data analysis, graphic design, cybersecurity, digital marketing and website development are creating new careers that were almost unimaginable to previous generations.
For young people in developing countries, ICT can be especially transformative. It can connect them with global learning resources and employment opportunities without requiring them to leave their communities. A student in a rural area can attend an online course offered by an institution in another country. A freelancer can work for an international client from home. A small entrepreneur can promote products through digital platforms and reach customers far beyond the local market.
However, access to technology alone is not enough. People must know how to use it responsibly and intelligently. Digital literacy includes the ability to evaluate information, protect personal data, recognize online fraud, use strong passwords, communicate appropriately and distinguish reliable sources from false or misleading content. In an age when misinformation can spread within minutes, critical digital literacy is as important as the ability to operate a computer.
The importance of English language proficiency is equally difficult to ignore. English is widely used in international business, diplomacy, aviation, scientific research, higher education and digital communication. A large proportion of the world's online educational resources, research papers, technical manuals and professional materials are available in English. Consequently, proficiency in the language can give learners access to a much wider world of knowledge.
For students, English can make the difference between merely completing a degree and continuing to learn independently throughout life. Many of the latest books, research articles, online courses and professional tutorials are published in English. A learner who can understand them directly does not have to wait for everything to be translated. This provides a considerable advantage in an increasingly competitive academic environment.
English is also essential in the employment market. Employers often look for candidates who can write professional emails, participate in meetings, prepare reports, deliver presentations and communicate with clients. In multinational companies, English may be the common language among employees from several countries. Even in domestic organizations, employees may need English to work with software, documents, customers or international partners.
The connection between ICT and English makes both skills even more valuable. Much of the terminology used in technology is based on English. Software interfaces, programming languages, technical documentation, online forums and many instructional videos use English. A person with both digital competence and language proficiency can therefore learn new technologies more quickly and use them more effectively.
Consider the experience of a university graduate entering today's job market. A degree may demonstrate that the graduate has studied a particular subject, but employers may ask additional questions: Can the candidate prepare a professional presentation? Can they use spreadsheets? Can they search for and assess information online? Can they communicate confidently in English? Can they collaborate through digital platforms? Can they learn new software without constant supervision?
These questions reveal a fundamental weakness in an education system that emphasizes examination results while neglecting practical competence. Students may achieve high marks yet struggle to perform basic workplace tasks. This gap between academic qualifications and employability is a serious concern for educational institutions, policymakers and families.
The solution is not to abandon textbooks, examinations or academic disciplines. Instead, education should become more balanced and practical. Schools and universities should integrate ICT into regular teaching rather than treating computer education as an isolated subject. Students should learn how to conduct online research, create digital presentations, analyze data and collaborate using appropriate technological tools.
English education also needs a practical transformation. Learning grammar rules and memorizing vocabulary are useful, but they should not be the only goals. Students need opportunities to speak, listen, read and write in realistic situations. They should learn how to write emails, participate in discussions, deliver presentations and express opinions clearly. Language learning should build confidence as well as accuracy.
Teachers themselves require support in this transformation. They cannot be expected to teach modern digital skills effectively without appropriate training and resources. Professional development programmes should help teachers use educational technology, digital learning platforms and modern language-teaching methods. At the same time, schools need reliable internet access, suitable devices and updated educational materials.
There is also a need to reduce the digital divide. Not every student has a personal computer, high-speed internet connection or a quiet place for online learning. If digital education expands without addressing these inequalities, existing social and economic disadvantages may become even greater. Governments and educational institutions should therefore invest in affordable connectivity, public digital facilities and accessible learning resources.
Parents and students also have important roles to play. Students should understand that education does not end with passing an examination. They should develop the habit of learning new skills throughout life. Parents can encourage children to use technology for learning and creativity rather than only for entertainment. Reading English newspapers, watching educational programs, joining online courses and practicing communication can gradually build confidence.
At the same time, society must recognize that technological skills should be accompanied by human qualities. ICT and English cannot replace creativity, ethics, emotional intelligence, teamwork or critical thinking. A technically skilled person who cannot work honestly with others may still fail in professional life. The real goal of modern education should therefore be to produce well-rounded individuals who possess knowledge, practical skills, communication abilities and a sense of responsibility.
Artificial intelligence is making this issue even more urgent. As AI tools become increasingly capable of generating text, translating languages, analyzing information and performing routine tasks, merely remembering information becomes less valuable. People will increasingly be judged by their ability to ask meaningful questions, evaluate answers, solve unfamiliar problems and use digital tools responsibly. Those who combine subject knowledge with ICT competence and strong communication skills are likely to adapt more successfully to this changing environment.
For countries seeking economic development, this is not merely an educational issue; it is a national priority. A workforce equipped with digital skills and international communication abilities can attract investment, participate in the global digital economy and create innovative businesses. Conversely, a population trained mainly to memorize information may find it difficult to compete in a technology-driven global marketplace.
The message, therefore, is clear: textual knowledge remains the foundation of education, but it can no longer be the entire building. The modern learner needs the ability to access, analyze and apply information. They need to communicate across geographical and cultural boundaries. They need to understand and use digital technologies confidently and responsibly.
The classroom of the future should not be a place where students simply memorize answers for examinations. It should be a place where they learn how to find answers, question assumptions, use technology, communicate ideas and create solutions. English proficiency and ICT skills should not be regarded as optional extras but as essential components of contemporary education.
Ultimately, the purpose of education is not simply to fill minds with information. It is to prepare people for life. In a world shaped by technology and global communication, that preparation requires more than textual knowledge. Academic understanding, ICT competence and English language proficiency must work together. Only then can education produce confident, capable and adaptable citizens who are ready not merely to pass examinations, but to participate meaningfully in the rapidly changing world around them.
Nasir Uddin Shah is Chief
Reporter at The Asian Age.
