– Syed Tanveer Ahmed
In the modern knowledge era, there is significant discourse on the critical skills needed for the 21st century. These skills, 12 in total, have been emphasised by institutions like the Massachusetts Institute of Technology (MIT) and several American and Indian organisations. Among these, technology emerges as one of the most crucial. Equipping the younger generation with these skills is not merely an option but a necessity for future success.
The twelve 21st-century skills are categorised into three groups:
- Learning Skills
These skills focus on how to think and solve problems. They include:
- Critical Thinking
- Creativity
- Communication
- Collaboration
- Literacy Skills
These skills emphasise acquiring and analysing information and understanding digital and media literacy. They include:
- Information Literacy
- Media Literacy
- Technology Literacy
- Life Skills
These deal with personal and professional abilities essential for success in a rapidly changing world. They include:
- Flexibility
- Leadership
- Initiative
- Productivity
- Social Skills
This article focuses on Technology Literacy, a cornerstone of the Literacy Skills category.
What is Technology?
Technology can be defined as “any mechanical or non-mechanical process through which scientific discoveries and knowledge are made applicable to human life.” Historians often trace the origins of technology to early humans rubbing stones to create fire. Others point to the invention of the wheel, which remains an enduring symbol of technological innovation.
The evolution of technology after the wheel brought profound advancements, with the printing press being a landmark achievement. Today, technology serves as the bridge between scientific discoveries and their practical applications in human life. As human intellect expanded, various branches of technology emerged, such as:
- Mechanical Technology
- Automobile Technology
- Medical Technology
- Food Processing Technology
These are foundational fields, but the last few decades have witnessed a transformative shift. The emergence of Information and Communication Technology (ICT) has revolutionised the world and redefined power dynamics globally.
Understanding Information and Communication Technology (ICT)
ICT comprises two key components: hardware and software. Historically, technology referred exclusively to tangible, material objects. However, with the advent of computers, the scope of technology expanded to include the gathering, analysis, and application of information in various life domains, thereby giving birth to information technology.
The 21st century has seen ICT evolve into its most significant form: Artificial General Intelligence (AGI). Unlike earlier technologies, which prioritised mechanical processes, AGI focuses on analysing, interpreting, and effectively utilising information. While machines remain instrumental in making information usable, the emphasis has shifted to processing and decision-making.
From Calculators to Artificial Intelligence
The journey of ICT began with the humble calculator – a ground-breaking invention a century ago that now seems mundane. The technology that powered calculators has evolved through successive stages to culminate in today’s artificial intelligence. From processing simple calculations to powering machine learning algorithms, technology has come a long way, with its role in shaping the future more prominent than ever.
The Future of Technology in the 21st Century
As we progress further into the digital age, technology literacy stands as a cornerstone skill for success. Whether it’s harnessing the power of data, developing innovative solutions, or navigating the complexities of artificial intelligence, technology will continue to shape human progress. Ensuring the younger generation is well-versed in this essential skill is not just a responsibility but a necessity to keep pace with the ever-evolving world.
As the discourse on 21st-century skills continues to grow, the emphasis on technology serves as a reminder of its undeniable impact on every aspect of life. Preparing for this tech-driven era requires not just understanding the tools at our disposal but mastering their use to address the challenges and opportunities of tomorrow.
The current situation is such that even those with natural intelligence are intimidated by Artificial Intelligence (AI). Now, humans face competition from artificial intelligence and information technology. This competition is with Algorithmic Intelligence. While it is true that artificial intelligence is merely based on data or pre-existing information, this technological system has advanced to the extent that it closely aligns with the structure and functioning of brain cells. Without this technology, it seems that achieving significant tasks or successes in the future will not be possible.
For the past century, power has been concentrated in the hands of those nations that have mastered this technology. The four significant manifestations of information technology – computers, the internet, mobile phones, and robots – were initially utilised for enhanced performance in military and defence sectors. Globally, the most effective use of these was by the CIA (Central Intelligence Agency, USA) and the U.S. Department of Defence. Later, they were made accessible to the public.
In the 21st century, it is essential for students to familiarise themselves with this technology. In today’s era, it is not only necessary for students but for every successful individual, professional, and intellectual to understand the basics of technology and learn to use it.
A person acquainted with information technology can achieve remarkable feats in this world. For instance, whether it is acquiring education, establishing or succeeding in business, or fulfilling the duty of spreading religious teachings, technology proves to be a great enabler. This technology accomplishes tasks that would otherwise take weeks in mere minutes.
Since ancient times, it has been said that in the coming years, a person who does not know how to use a computer will be considered illiterate. But now, the need goes beyond this; it is essential to have knowledge of information technology.
Awareness of the importance of information technology remains limited to a select group of students in our country. This is partly due to the significant social and educational issue of inequality in our education system. Students studying in urban areas and good schools or colleges generally have some knowledge of information technology. However, students residing in rural areas have much less information in this field. As a result, the benefits of artificial intelligence that people in urban areas are reaping remain out of reach for the poor and rural populations of India.
Even in cities today, the number of people using an AI application like ChatGPT is quite limited. However, this technology, which operates on data, is achieving remarkable and astonishing feats. While it is a blessing, the potential harms and issues it may cause are also frequently discussed. One example is the deepfake videos created through AI. A dangerous and simple instance of this is how this technology can be used to produce fake videos of respectable and virtuous individuals involved in immoral acts, which is highly alarming.
Experts predict that future wars will be fought using this technology. Current drone technology and Israel’s Iron Dome system are results of the same knowledge. Similarly, robotics technology is advancing through AI, and robots are now being used in Indian hospitals to perform complex surgeries.
AI is also making significant advancements in diagnosing diseases. For instance, a system now allows a brief electric current to pass through a person’s body, enabling the computer to capture internal bodily changes. It then matches these changes with the data in its software and determines the diseases the individual is currently suffering from or may potentially develop in the future.
Not only that, but the existing artificial intelligence also suggests treatments for the diagnosed diseases and offers preventive measures for potential future illnesses. AI essentially processes the information available on the internet to present the desired results.
In this scenario, it is crucial to note that, in recent years, Muslims have not contributed as much data about Islam and Muslims to the internet as they should have. And even when there is data available, much of it comes from Orientalists or anti-Islamic elements. Consequently, AI’s perspective on Islam and Muslims often mirrors that of Western and European intellectuals. Therefore, it is still not too late; Muslim institutions and scholars must focus on producing positive and constructive content in various fields and uploading it to the internet.
Information technology comprises three main components: first, the software; second, the computer hardware that makes this software usable for humans (the machine); and third, the various devices and tools associated with this technology, commonly referred to as “gadgets.” The first component is the software.
Software
Software itself has become a major technology. In the future, it seems people will need to acquire at least a basic understanding of creating simple software to excel in their jobs and professions and achieve success. Even today, some basic programming tasks can be performed by ordinary individuals. For instance, setting an alarm on a mobile phone is a rudimentary form of programming. Today, we have smart electric switches that operate through remote controls and programming. However, in the coming years, advancing this programming to the next level will require learning some fundamental technologies.
It is likely that in the future, every individual will want to live their life with the help of AGI (Artificial General Intelligence). They may wish to use the data from their past life to design patterns for their future.
At an individual level, this basic technology should be acquired. However, at a collective level, especially in the quest for power and influence, the Muslim Ummah must work even harder.
In the 15th century, certain European countries, including Portugal, France, Germany, and England, acquired the technology of navigation and shipbuilding to counter the Ottoman Caliphate of Turkey. The compass and the astrolabe were Muslim inventions that these European nations further refined and used effectively to explore the seas, conquer the oceans, and expand their trade.
During this era, European nations revolutionised the field of trade, which was predominantly conducted under the patronage of states or individually by merchants. They introduced the system of “joint-stock companies,” which played a significant role in the rise of European nations.
A clear example of this is the East India Company established in India.
On the other hand, during the same era, Muslims dominated the vital trade route, the “Silk Road.” The Ottoman Empire, whose capital was the centre of the world at that time, neither focused on naval fleets nor made efforts to elevate trade to the next level. A historian has even written that during this period, the number of servants working in the kitchens, harems, and baths of the Ottoman Empire exceeded the number of their naval fleet members. On one side, European nations had powerful naval fleets, while on the other side, there were weak naval forces. The result was that the Ottoman Caliphate gradually weakened, and many regions under its rule fell under the control of European imperialist nations.
The defeat of Muslims led to the emergence of the Zionist ideology and movement under the shadow of imperial powers in Russia, eventually culminating in the creation of Israel. Some historical mistakes push nations and communities into long-term backwardness.
The pages of history offer another example regarding technology in ancient Greece. Ancient Greece was once a cradle of powerful civilization, but its philosophers accepted only those parts of science and mathematics that could be utilised without technology. For them, manual labour was considered degrading. Thus, one of the causes of Greece’s decline was its distance from contemporary technology. Similarly, the conflict between science and the church kept Christian nations away from progress for two centuries. When a reconciliation was reached between science and the church, and European nations confined religious leaders to the church, Europe experienced the Renaissance.
Therefore, today Muslim nations and communities must strive to seize this technology. Unfortunately, when acquiring such capabilities, most students have temporary and limited objectives in mind, such as securing a job in a multinational company. Our students need to elevate their goals and instil in their minds the purpose of the community’s rise and the establishment of religion through acquiring this technology. If we do not take control of software technology, then critical data of such countries is easily transferred to others. For instance, today, crucial economic, financial, and defence-related data from most Muslim countries is in the hands of software companies in developed countries.
Along with software, our students and nations also need to acquire the ability to manufacture hardware and gadgets.
Currently, in the fields of robotics and computer-related devices, countries like China, South Korea, and the United States are leading, while major markets for purchasing and selling these technologies exist in Muslim countries, including Dubai. Muslim countries are now focusing on the tourism sector, but they should prioritise entering the technology sector and planning to develop technology. To some extent, countries like Iran and Turkey have worked in this field, but most Muslim nations derive satisfaction by merely being on the list of consumers.
Today’s technology, unlike the past, does not require vast capital or extensive infrastructure but rather intelligence. So why shouldn’t individuals from the Muslim community and Muslim nations take on this task? In the coming years, robots will become as common as bicycles once were. Robotic technology is now being taught from primary school, and robots are even being used to teach students and train them in constructing their knowledge.
Until recently, it was said that robots lacked emotions, so they couldn’t assist in fields where consideration of emotions and feelings was necessary. However, robots are now being developed that, if not entirely, can partially sense human emotions and respond accordingly. For example, robots are being created to play with children while understanding their psychology. This is being made possible with the help of face-reading and other technological tools.
In this context, the Muslim community must focus on its educational system, schools, and the acquisition of technology, creating a new module with the appropriate integration of ICT.
Schools need Tinkering Labs and technology incubation centres. The new education policy emphasises skill education in the school curriculum starting from grade eight. Schools within the community should incorporate computer technology into the curriculum from grade eight.
Furthermore, Islamic seminaries (madrasas) already teach computers, but this education is often limited to data entry and basic programming. One observation about madrasa students is that they are fast learners and tend to have creative abilities. Integrating ICT into madrasas will be beneficial for the community.
[The writer is Secretary, Markazi Taleemi Board, New Delhi]
