The Pakistani education system is bifurcated: under-resourced public schools relying on rote memorization, and profit-driven private schools competing for middle-class families. Since the COVID-19 pandemic and the subsequent boom in screen time, private schools have noted a sharp decline in attention spans. In response, administrators have turned to "repackaging"—taking familiar entertainment content and re-labeling it as academic material. Examples include replacing traditional book reports with "vlog-style" reviews, using Indian drama serials for Urdu comprehension, and adopting gamified apps modeled on PubG or Among Us for math drills. This paper argues that while repackaging addresses immediate engagement crises, it often prioritizes spectacle over substance, inadvertently teaching students that learning is a passive, consumptive act akin to watching television.
Looking forward, the trend of repackaging entertainment content in Pakistani schools is likely to expand as digital literacy grows. As the country’s creative industries continue to flourish, there is an opportunity for closer collaboration between content creators and educators. Imagine a future where Pakistani animators and screenwriters work directly with curriculum experts to create high-quality, entertaining educational series that are broadcast nationwide.
In contemporary Pakistan, the rigid dichotomy between education and entertainment is dissolving. Facing challenges of student disengagement, outdated curricula, and the pervasive influence of digital media (TikTok, YouTube, Netflix, and Indian dramas), a growing number of private schools are strategically repackaging popular media content. This paper examines how Pakistani educational institutions are adapting global entertainment formats—ranging from game shows and reality TV to social media challenges—into pedagogical tools. While this "edutainment" approach increases short-term engagement and digital literacy, it raises critical questions about cultural erosion, intellectual property rights, and the dilution of academic rigor. This study employs qualitative analysis of curriculum samples, teacher interviews, and case studies from urban Karachi and Lahore to map the scope, methods, and consequences of this phenomenon.
To understand the scope of this issue, one must first define "Repack" in the local context. Originating largely from the YouTube and TikTok creator economies, a "repack" refers to taking existing content—often copyrighted material from news channels, dramas, or rival influencers—and re-editing it with sensational thumbnails and commentary to claim it as one’s own.