For decades, exams have been considered the ultimate benchmark of intelligence. A handful of hours in an exam hall, along with a set of questions and answers, is meant to gauge a student’s capability, worth and future. In our society, exam outcomes often carry a moral label: top performers are called “geniuses”, while those who struggle are silently labelled “incompetent”.

This narrow notion of intelligence has influenced not only our education system, but also the life choices of countless young people.

Examinations recognise a particular type of skill — the ability to memorise information, retrieve it under pressure and present it in a required format. While these abilities are important, they reflect only one aspect of human intelligence. Creativity, analytical thinking, emotional intelligence, problem-solving skills and leadership abilities rarely align with the nature of academic examinations today. A student who can memorise an entire textbook may perform well in exams, while others who question ideas, think critically or innovate independently may thrive in real life.

The psychological strain of exam-oriented education is often overlooked. When intelligence is equated with grades, failure can feel deeply personal. Students begin to see poor performance as a reflection of their own worth, which can lead to anxiety, stress and even depression. Instead of learning out of curiosity, many study simply to secure high marks. It is troubling to see education turn into a race, where the joy of learning is replaced by the fear of falling behind.

In a system driven by marks, it’s easy to forget that intelligence comes in many forms and not all of them can be written in an exam

Moreover, exams do not account for different circumstances. Not every student enters the exam hall on equal terms. Some benefit from private tutors, supportive family environments and well-resourced schools, while others face financial difficulties, family responsibilities or limited educational support. Despite these differences, the same exam paper is used for everyone, as if opportunities were equal. When results are announced, merit is celebrated, but privilege often goes unnoticed.

Measuring intelligence through marks also limits creativity and independent thinking. Students soon realise that taking risks in their answers can be unsafe. Predictable responses earn marks, while original ideas may not. Over time, this produces learners who follow instructions, but hesitate to question or think beyond the syllabus. In a rapidly changing world that values innovation, this is a concerning outcome.

Reconsidering this system does not mean eliminating exams altogether. Assessment is important, but it should be broader and more balanced. Projects, presentations, teamwork, portfolios, creativity and critical thinking can offer a more accurate picture of a student’s abilities. Such approaches focus on genuine understanding rather than memorisation, and on growth rather than perfection. Most importantly, they recognise that intelligence is not fixed, but is diverse and evolving.

In the end, intelligence cannot be reduced to a test score or a certificate. It is reflected in how individuals think, learn, adapt and contribute to society. When we allow exams to define intelligence, we limit human potential to numbers. A truly effective education system must move beyond grades and begin to see students as thinkers, not just exam-takers.

Published in Dawn, Young World, April 4th, 2026

After pretending to be okay for so long, every day Alina came home from school and hid herself in her room. It had become her routine to cry alone so that no one could see her. Her friends treated her as if she were good for nothing. She cared about them, but none of them ever showed the same care towards her.

Alina was a quiet girl, so people often took advantage of her and she never came into the teachers’ spotlight. That day as well, she was bullied by seniors, but none of her so-called friends came forward to defend her.

While crying like a little child, she kept asking God, “What did I do to deserve this? I have been a good person my whole life.” She questioned the insensitivity around her. “Why are people harsh and cruel to me?”

Alina always believed that if she were a good person, she would be rewarded with good. But then why was she suffering? Wasn’t it unfair that someone who spent her whole life being good suffered, while those who hurt others so easily seemed to live happily?

She kept fighting with her thoughts while tears streamed down her face and she didn’t realise when she dozed off to sleep.

She saw a dream where everything around her was purely white. Suddenly, she heard someone calling her name.

“Why are you so hopeless, child?”

Alina turned and saw an old, graceful lady.

“Allah Almighty tells us that this world is just a deception, and your goodness will be rewarded. It will be rewarded in ways you cannot even imagine. I can see you are hopeless because you see others happy while you feel broken. But Allah tests those He loves the most. He values your good heart. Don’t give up on it just because people don’t value it.”

“Allah has made some hearts soft and fragile, hearts that feel the pain of others, that are filled with kindness. And you, my dear, are one of those rare hearts. Trust your Lord and continue being a good person, and He will reward you in unimaginable ways,” the lady said.

Suddenly, Alina woke up. She felt relieved, light and peaceful, as if her worries had faded away. She remembered her dream and realised that her kindness was valued by someone greater than all humanity. A new strength filled her heart and her doubts were finally clear.

Published in Dawn, Young World, April 4th, 2026

We all go through study stress at some point in our lives. Some take too much stress, while others try to manage it and move on smoothly. But for students dealing with it right now, my advice is simple: don’t worry.

Today, I’m going to share a technique that can help you prepare in just one day and reduce those sleepless nights. How does it work?

I call it the ‘read, learn, explain and write’ technique.

First, read the topic. For example, if it’s a science paper on photosynthesis (the process by which plants make their food), read it aloud in a quiet room so you can hear yourself clearly.

Next comes learning. This means memorising key points in your own words. Learning in your own language makes it easier to remember compared to relying only on textbook wording.

Struggling to stay focused while studying? Here’s a practical approach that actually works

The third step is explain. After reading and learning, close your eyes for five minutes and go over everything. Then imagine you are teaching a class. Open your notebook and explain each heading and subheading in your own words.

If you can explain it smoothly, it means you understand the topic well. If you keep pausing and checking your notes, repeat the learning step. If it’s still difficult, take a 30-minute break and start again from reading.

The final step is writing. Write down what you explained and check for spelling and grammar mistakes.

And that’s it — you’re done! This is what I call the one-day method. What if the topic is not in the book?

Sometimes teachers give topics that are not directly in the book. In that case, you can still use this method in two ways:

1. Lectures: Pay attention in class. Lectures often provide extra explanations, which help you recall ideas even if you forget exact wording. If you don’t take notes, start doing it now.

2. Internet: You can find helpful videos on platforms like YouTube. But try not to rely entirely on AI tools. They can limit your originality and creativity. It’s always better to use your own thinking and understanding.

Try it out for yourselves!

Published in Dawn, Young World, April 4th, 2026