In recent years, there has been a noticeable rise in behavioral 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 negligence 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 time to time further highlight the severity of the issue. These behaviors 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 programs 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 counseling services, mentorship programs, 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 behavior. 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 counseling, policy reinforcement, and institutional accountability to ensure that campuses remain centers of learning, not arenas of disruption.

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 behavior 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 etiquette gone? Why is the university dress code being disregarded? What has led to such aggression in pursuing demands?

The writer is an award-winning columnist, researcher and Visiting Asst. Prof. (Ph.D. in Linguistics, Malaysia) at Riphah International University & Quaid-e-Azam University, Islamabad, Pakistan. She can be reached at saira.asad2011@gmail.com.

Note: This article first appeared in The Nation on 30 May, 2025.