IN an age where almost all personal and institutional data is digitised, under-standing the full spectrum of the internet — including its darker alleys — is no longer a niche skill; it is a fundamental require-ment. Unfortunately, even among those claiming digital literacy, there is a critical lack of practical awareness regarding the Dark Web and its operational mechanics.
As a law student, I understand that the legal and ethical ramifications of the Dark Web, which often facilitates illicit activities, are vast. Yet, merely warning students about its dangers is seriously insufficient. Universities should treat the Dark Web not as a taboo subject, but as a crucial case study in all relevant courses, especially those related to information technology (IT) and cybersecurity.
We must equip our graduates not just to use technology, but to defend against those who exploit it. This education should include understanding anonymity networks (for example, Tor) by explaining how these networks work, both for legitimate privacy and for criminal anonymity; recognising phishing and data breaches, and also highlighting how stolen credentials (often traded on the Dark Web) lead to cyberattacks; and digital forensics like teaching principles of tracking and combating cybercrime in these spaces.
By integrating this awareness, we can turn a potential threat into a powerful tool for learning and defence. Our focus should shift from blanket prohibitions to informed preparedness. Failure to address this topic openly leaves future professionals vulnerable to sophisticated cyber threats.
Muhammad Ali Ahmed
Rawalpindi
Published in Dawn, January 9th, 2026
