With petrol at Rs389 per litre (at the time of writing), up from about Rs265 at around this time last year, rising transport costs are adding pressure to household budgets across Pakistan. For families and institutions already looking for ways to manage costs, online classes, digital assignments and remote learning can offer an alternative to some of the expenses associated with daily travel and physical infrastructure. As digital access becomes more closely tied to education, however, the safety risks that come with greater time online also need to be considered.
As households, schools and businesses adapt to tighter budgets, digital technology is increasingly being used to keep essential services running at lower cost. Education is part of this shift. Online classes, digital assignments and remote learning can help students continue their education when physical access is difficult or when institutions are looking for more affordable ways to deliver services.
But the economics of digital access come with risks that are easy to overlook. When more children spend more time online, protecting them from technology-facilitated sexual exploitation and abuse becomes part of the wider question of how safely Pakistan is building its digital economy.
When more children spend more time online, protecting them from technology-facilitated sexual exploitation and abuse becomes part of building a digital economy
New research from the Unicef Office of Strategy and Evidence-Innocenti, ECPAT International and INTERPOL provides a stark indication of the scale of the problem. Nearly one in 16 internet-using children aged 12 to 17 in Pakistan experienced at least one form of technology-facilitated sexual exploitation and abuse in a single year. That amounts to approximately 1.5 million children.
The research, funded by Safe Online, is described as the most comprehensive evidence gathered to date on the issue in Pakistan. It examines the scale and nature of abuse, barriers that prevent children from reporting incidents or accessing justice, and gaps in the legal system that can allow perpetrators to act with impunity.
The findings also show how quickly the risks are changing. Sexual extortion and blackmail can be carried out through digital platforms, while artificial intelligence has created additional ways to produce abusive material. Perpetrators can exploit economic vulnerability, stigma and children’s fear of blame or exposure to pressure them into silence.
That matters for the digital economy because access to technology is no longer limited to entertainment or social interaction. For many families, a smartphone, internet connection or computer is becoming part of the infrastructure needed for education and economic participation.
A child using a device for an online lesson may also use the same device to communicate through messaging platforms, access social media or share personal information. As digital services become more embedded in everyday life, the boundary between productive and potentially harmful online activity becomes harder to manage.
For families facing financial pressure, this creates another challenge. A device purchased primarily for education may also become a point of exposure to online abuse. Parents may have limited knowledge of the risks or may hesitate to discuss them because of stigma. Children, meanwhile, may fear that reporting an incident will result in restrictions on their internet access, punishment or family repercussions.
This makes digital safety part of the cost of expanding digital access. Investment in connectivity and online learning needs to be accompanied by investment in awareness, reporting systems and institutional safeguards.
Schools have an important role. Digital education can include practical guidance on protecting personal information, recognising coercion, reporting harmful behaviour and seeking help. Schools can incorporate such measures into existing digital literacy efforts rather than treating them as a separate issue.
Technology companies and digital platforms also have a role in creating safer environments for young users. As more economic and educational activity moves online, platforms are becoming part of the infrastructure through which people communicate, learn and work. Their responsibilities therefore extend beyond providing access to services.
The research also identifies weaknesses in Pakistan’s response to abuse. Children face barriers to disclosure and reporting, including fear and stigma. The justice process presents additional concerns. Pakistani legislation does not require systematic forensic interviews by specially trained professionals, which can increase the risk of secondary victimisation.
The terminology used in the legal framework is another concern. Pakistan’s Prevention of Electronic Crimes Act continues to use the term “child pornography” for child sexual abuse material. The research notes that outdated terminology can incorrectly suggest that such material is a form of pornography rather than evidence of abuse.
Closing these gaps has implications beyond law enforcement. A digital economy depends on public trust. Families are less likely to allow children to use online educational services if they believe those services expose them to unacceptable risks. Businesses and institutions also face reputational and operational consequences when digital systems are poorly equipped to protect vulnerable users.
As Pakistan expands digital access, online safety therefore needs to be considered alongside affordability, connectivity and access to education. The economic case for digitalisation cannot be separated from the conditions people need to use technology safely.
For children, that means ensuring the same technology that opens access to a classroom does not leave them unprotected once they are online.
The writer is the head of content at a communications agency
Published in Dawn, The Business and Finance Weekly, September 21st, 2026
