D.Talal Abu-Ghazaleh

With each global crisis, it becomes increasingly clear that traditional methods, including education, are far more fragile than we once expected. The recent surge in energy prices; due to the war on Iran, has led many to assume that the impact would be limited to fuel, transportation, or the cost-of-living. However, its consequences extend far deeper. These disruptions do not simply reshape economies; rather they mark the end of an entire way of life, as we once knew it, with traditional education among the most significantly impacted.
The truth that can no longer be denied or ignored is that traditional education, characterized by compulsory physical attendance, outdated curricula, and rote memorization, has faded away. This model is no longer capable of keeping up with the rapid transformations shaping the modern world, nor can it effectively withstand external pressures such as rising energy costs or disruptions in global supply chains.

Schools and universities, as we know them, have become part of a costly and inefficient system whose effectiveness weakens with each successive crisis. Increases in fuel prices not only disrupt transportation and supply chains; but also affect the entire education sector. As the operational costs, commuting, and even the continuity of the learning process all come into question, it is imperative to take the lead in embracing digital education; not as a temporary or supplementary solution in times of crises, but as the only method capable of ensuring sustained continuity.

Here, I would like to reaffirm, as I have always reiterated, that the real transformation is not only related to the shift from physical classrooms to digital screens; rather it requires a fundamental redefinition of the very concept of learning. The goal is no longer to store information; but to use, develop, and transform it into value. Programming also emerges here; not as a specialization, but as a fundamental language of this era. Today, programming represents what reading and writing once did in earlier ages; it unlocks access to the digital economy and enables individuals to create and contribute regardless of their geographical location.

In this context, practical initiatives that recognize this transformation emerge, such as efforts undertaken by Talal Abu-Ghazaleh Global Digital (TAG.GD), which has continuously worked on manufacturing a tablet dedicated to digital education as part of its preparation for entering the era of advanced learning. This initiative represents a strategic effort to rebuild an entire educational system based on digital access and designed to serve future-oriented skills rather than reusing old tools and approaches.

War does more than just redraw borders on a map, it fundamentally reshapes priorities. If education remains bound to its traditional model, it will turn from a tool of advancement into a burden. Conversely, if it were redesigned according to the logic of the digital age, it can become one of the most important tools for resilience and adaptability.

In the end, I always say that the matter is no longer a discussion between traditional and digital methods; it is a choice between a system that weakens with each crisis and one that persists and evolves. Simply, traditional education no longer belongs to the future. The future is written in a different language; one that is defined by code, data, and continuous learning anytime, anywhere, and under any circumstances.