For a girl in a remote village of Khyber Pakhtunkhwa, the main difference between continuing her education and dropping out is the absence of a secondary school within reach. She may have completed primary education, possess the ambition to study further and have her family’s support, yet find herself without an accessible school or qualified subject teachers. These barriers have shaped the educational futures of countless girls for decades. Now, the emergence of digital learning and artificial intelligence (AI) offers an opportunity to challenge some of the limitations that have historically determined who gets to learn and who is left behind.

In Khyber Pakhtunkhwa, where geographical isolation, inadequate educational infrastructure and gender disparities continue to restrict girls’ access to education, digitalisation could redefine how learning is delivered.

The extent of existing inequalities is evident in official education statistics. According to the Khyber Pakhtunkhwa Elementary & Secondary Education Department Schools Statistical Report 2024–25, only 14,249 of the province’s 34,784 government schools are girls schools. Opportunities become considerably more limited beyond primary education, where the lack and uneven distribution of secondary schools restrict girls’ progression. The secondary-level net enrolment ratio stands at just 19.89% for girls, compared with 28.19% for boys. Meanwhile, approximately 2.9 million girls aged 5–16 remain out of school across the province.

These figures underscore the need to explore educational approaches that can reach girls beyond the limitations of conventional school infrastructure.

Against this backdrop, the provincial government’s introduction of AI-supported virtual education system represents a significant development. Earlier this year, the government of Khyber Pakhtunkhwa approved a public-sector virtual school system and AI-based teaching initiatives. This was followed by the formal inauguration of the Global Virtual School (GVS), under the Elementary and Secondary Education Foundation.

Designed for students from Grades 6 to 12, the Global Virtual School offers technology-enabled instruction through virtual classrooms, live and recorded lessons, digital learning materials and AI-supported learning tools. The programme seeks to connect students in remote schools with qualified teachers, particularly in subjects such as English, Mathematics and Science.

The government initially announced plans to connect 175 schools, with an expansion to more than 500. In September, a virtual classroom was established in Khyber district, connecting students to the Global Virtual School hub in Peshawar. More recently, the Elementary and Secondary Education Department reportedly directed the registration of 331 government schools with the platform to address shortages of teachers in key subjects.

For girls living in underserved districts, the significance of these developments could be considerable. Virtual classrooms could enable girls to access lessons delivered by qualified subject specialists without travelling long distances. Recorded lectures would allow students to revisit difficult concepts, while AI-supported tools could provide additional explanations, practice exercises and learning assistance tailored to individual needs.

The opportunities are particularly relevant for girls pursuing Science, Technology, Engineering and Mathematics (STEM), where limited access to specialised teachers and practical learning facilities can affect educational choices. Virtual science laboratories and digital simulations could supplement classroom instruction, allowing girls to engage with concepts and experiments that might otherwise remain inaccessible.

Yet the potential of digital education must be considered alongside the realities confronting girls across the province.

According to the Schools Statistical Report 2024–25, more than 11% of government schools lack electricity. Inadequate internet connectivity, limited availability of computers and the high cost of digital devices further restrict opportunities, particularly in rural and mountainous communities. Introducing advanced learning systems without addressing these basic deficiencies risks benefiting comparatively well-resourced schools while leaving disadvantaged students further behind.

For girls, the digital divide extends beyond infrastructure. In some households, access to smartphones, computers and the internet is influenced by social expectations, concerns about online safety and unequal distribution of household resources.

Yumna Aftab, Programme Officer Blue Veins and a girls’ rights activist, emphasises that digital transformation must be accompanied by deliberate efforts to address these inequalities.

“Digital learning and artificial intelligence can open educational opportunities for girls who have been excluded because of distance, limited secondary schools and shortages of qualified teachers. However, technology alone cannot guarantee equality. If girls do not have access to devices, connectivity, digital skills and supportive learning environments, we risk creating another form of educational exclusion. Digitalisation must help close the gender gap, not deepen it.”

Her concerns highlight why equitable access must remain central to the province’s agenda of advancing the digital education.

Expanding virtual learning facilities should therefore prioritise girls’ schools in remote and underserved districts, particularly where secondary education opportunities are limited. Investments in electricity, reliable connectivity, digital equipment and teacher training must accompany the expansion of technology-enabled classrooms. School-based digital learning facilities could be especially valuable for girls who lack independent access to devices or internet services at home.

At the same time, technology should strengthen rather than replace teachers. In many communities, the presence of female teachers remains particularly important for girls’ participation and parental confidence. Equipping teachers with digital skills and the ability to integrate AI responsibly into classroom instruction will be essential to improving learning quality.

Most importantly, the success of the Global Virtual School must be assessed through measurable educational outcomes rather than technological expansion alone. Gender-disaggregated monitoring should establish how many girls’ schools are connected, how many female students benefit, and whether digital learning improves attendance, retention and academic performance. Such evidence will be critical in determining whether the initiative is reaching those who need it most.

Khyber Pakhtunkhwa’s investment in digital learning presents an opportunity to rethink educational access and address barriers that have restricted girls’ futures for generations. But technology cannot independently overcome inequalities rooted in poverty, geography and gender. Its transformative potential depends on inclusive planning, sustained investment and a commitment to ensuring that disadvantaged girls are not overlooked.

For a girl whose education might otherwise end because a secondary school is beyond her reach, a digitally connected classroom could open a pathway to learning, confidence and greater opportunities.