Abstract :
Technologies are crucial for teaching, and in the post-COVID scenario, but teachers at private secondary schools in Karachi have gaps in their use of these tools; many have new hardware, yet support varies widely. The study's method for improving digital literacy includes professional development, such as workshops and mentoring, addressing issues such as a lack of confidence in technology and support that hinders progress. Hands-on training boosts self-efficacy, sustaining professional development and enhancing digital leadership, leading to better classroom Technology use. Recommendations focus on a scalable program to support teachers and equip students with 21st-century skills. Teachers report negative attitudes toward technology infrastructure deficits (e.g., load shedding, low bandwidth, and a lack of training), and over 60% report a significant literacy gap in blended settings. Personal barriers include fear and time constraints. This study reviews digital literacy training for private secondary school teachers in Karachi, highlighting the use and effectiveness of digital education, especially in private schools. It discusses Karachi's unique factory-like inequalities and AI initiatives such as Teach the World Foundation. Teachers are generally positive about AI but express concerns about training, ethics, and job security. The study found that the pedagogical excellence is possible through digitizing the pedagogical structure in the schools across the city of Karachi in the private and public schools with adequately trained teachers in digital arena.