AS student disengagement continues to rise, we must urgently consider a serious yet creative solution: the strategic use of humour in teaching, especially in engineeringand technology education.

In Pakistan, most university teachers lack formal training in pedagogy. As a result, lectures often feel monotonous and uninspiring.

Research shows that humour activates the brain`s dopamine reward system, improving attention, motivation and long-term memory. It is not just about entertainment; it is much more about making learning stick.

Who benefits? Everyone. Students find lessons more enjoyable, and are more likely to participate and attend classes.

Educators, in turn, are seen as more relatable and effective. And, no, teachers do not need to be stand-up comedians; humour is a learnable skill.

From relevant anecdotes to funny visuals and self-deprecating remarks, even small doses of well-placed humour can dramatically enhance the classroom environment.

It is time to dispel the myth that humour undermines seriousness. On the contrary, humour enriches substance. Institutions should support faculty with training and resources to incorporate humour meaningfully into their courses. Let us stop fearing humour and start leveraging it to connect, inspire and transform our classrooms. Teaching is a serious business, but no one said it has to be boring. Right? Sajid Iqbal Lahore