Islam came to Pakistan in the seventh century, pioneering Islamic education systems in the region. Over the centuries, political, social, and economic developments influenced its evolution. This article explores Islamic education in Pakistan, focusing on course content, pedagogy, and infrastructure changes. The analysis begins with the earliest Islamic schools, particularly the madrasa system, which trained leaders and intellectuals in Islamic ethics, law, and theology. These institutions preserved and transmitted Islamic culture and knowledge across generations. Islamic education changed significantly during British colonial rule and industrialisation in the 19th and 20th centuries. Western principles were integrated into the madrasa curriculum, adding Mathematics, Science, and English, creating a shift from traditional methods. After independence, Pakistan expanded its Islamic education with universities and colleges. These institutions combined Islamic teachings with modern disciplines to provide a comprehensive curriculum. Today, Islamic education in Pakistan is vibrant and diverse, with institutions focusing on Islamic studies, Quranic studies, and Islamic law. While the government has implemented regulatory bodies to ensure quality, challenges like training instructors and incorporating technology persist. Collaborative efforts by religious scholars, educators, and policymakers are essential to modernising Islamic education and ensuring its relevance.    

Researchers argues that large language models are critical to the advancement of artificial intelligence and will play a vital role in future progress. Despite criticism and occasional bans, these models are persistent and poised to continue. This analysis delves into the potential benefits and challenges of utilising extensive language models in education, considering perspectives from both students and educators. These models' current status and applications are briefly reviewed, emphasising their use in generating educational material, increasing student engagement, and personalising learning experiences. The discussed challenges include the need for educators and students to develop skills and literacies to understand and navigate the technology and its limitations. Employing a strategic and pedagogical approach that stresses critical thinking and fact-checking is a crucial component of effectively integrating these models into educational institutions. AI applications in education often encounter additional challenges, including potential biases, the necessity for ongoing human oversight, and the risks of misuse. However, these challenges may present educational opportunities for students to become familiar with social biases, complexities, and risks associated with AI. The essay presents solutions for effectively addressing these challenges to ensure the responsible and ethical use of large language models in education.