Dr. Talal Abu-Ghazaleh
In my daily life, I repeatedly
observe a scene so familiar to the eye, until one begins to notice it anew, as
though it were abnormal. Children on their way to school; each carrying a
backpack that at times, appears larger than their shoulders and heavier than
their bodies. Some of them walk as quickly as possible, trying to minimize the
burden; while others stop briefly just to correct its position across their
backs before continuing their journey.
Whenever I have the opportunity
to talk with my sons, grandchildren, and my colleagues at Talal Abu-Ghazaleh
Global Digital (TAG.GD), I casually ask about what they are carrying in their
backpacks. They usually list books that they did not open for weeks. Over time,
this simple daily detail has led me to a deeper reflection: Why do we still insist
on adopting the traditional education system assuming that knowledge must be
physically carried in this heavy manner, at a time when knowledge itself has
become limitless and no longer tied to a specific place or book?
One may ask whether the school
bag is truly the core problem in Arab education? The answer is certainly no.
The challenge lies not only in its weight, but in what it represents. This
educational model itself is what raises serious concern, which assumes
knowledge is information to be delivered through textbooks and carried by
students, rather than as an interactive process of learning.
It is neither acceptable nor
reasonable to expect the student; who represents the backbone of our future, to
learn with a mindset rooted in the past in a world that bears little
resemblance to it. Technology is no longer an option; it has become the
environment in which this generation lives and interacts with on a daily basis.
Yet, unfortunately, we continue to offer them a packaged form of education that
assumes knowledge is confined to textbooks and that the student’s role is limited
to receiving it.
As Malcolm X once said, “Education
is the passport to the future, for tomorrow belongs to those who prepare for it
today.” What has always occupied my mind is how I can contribute to changing
yesterday’s tools in preparation for tomorrow. From this perspective, obtaining
a US patent for a classroom data management system is not as an end in itself;
rather, it is a step within a broader effort to answer a simple yet complex
question: how can we make learning closer to the student’s reality, and better equipped
to prepare them for a different future?
The system we developed known as
the “Smart School Bag” is not automation. It is not simply about replacing
paper with a screen; as such substitution is superficial. What the Arab world
needs is a transformation in how knowledge is accessed and engaged with.
Therefore, we envisioned a device that serves as an organized learning tool,
equipped with accredited curricula and connected to additional content that
opens new horizons such as programming, cybersecurity, and language learning.
The goal is not to add a burden to the student, but to provide broader
opportunities.
However, I fully recognize that
no system, regardless of how advanced it may be, can succeed if it is not
understood within its proper context. Technology is not a magic solution; it is
a tool. While it can be highly effective when applied correctly, it can also
become a burden if it is not used within a clear educational vision.
For this reason, it was essential
that the system be guided rather than open-ended and unrestricted. We do not
need more distractions; we need an environment that helps students focus and
gradually build their skills.