"Ask him; he's studying IT, he'll know which phone or laptop to buy." "My son studied IT and can probably build a mobile app or fix the Wi-Fi." "Your cousin's in IT, right?

Maybe he can design our business logo." These are phrases commonly heard in Nepali households. For many, IT is equated with fixing devices, designing graphics, or building websites. While these are aspects of the field, Information Technology (IT) is far more complex, essential and dynamic than most realise.

IT refers to the use of digital systems, computers, software and networks to process, store, retrieve and transmit information. It includes software development, networking, data analysis, cybersecurity, cloud systems, artificial intelligence and much more. In other words, IT is not just about handling gadgets; it's about designing, running and protecting the digital systems that power our banks, hospitals, schools, businesses and governments.

However, in Nepal, the understanding of IT is still limited. A student who joins an IT course is often expected to be an expert on every digital device. For many families, having a child in IT means finding someone to fix their printer, choose a phone or design a birthday card. This oversimplification affects how we value IT professionals and how we raise the next generation of technologists. It also shapes the ambitions of young people, who may feel pressured to become the family's default tech support rather than pursue their own interests within this vast field.

Another issue is that many students are joining IT just for the sake of it because it is seen as modern or employable. However, many have little genuine interest in technology or problem-solving. For some, IT becomes the backup option after not getting into engineering or medical programmes. For others, it is chosen due to peer pressure or family expectations. Without a passion for technology or innovation, IT becomes just another subject, not a calling.

This lack of genuine interest leads to a deeper problem: many IT graduates in Nepal remain unemployed. Universities produce thousands of graduates yearly, yet employers complain most are not job-ready. Students graduate without building real-world projects, working in teams or using modern industry tools. Many are unfamiliar with the workflows and collaboration expected in the tech industry. Without this exposure, even well-scored graduates struggle to perform professionally. The disconnect between what is taught and what is needed in the workplace leaves many graduates underprepared and frustrated.

In many cases, private colleges are more focussed on profit than quality education. They market IT degrees aggressively but fail to provide a career-oriented or practical environment. On the other hand, public colleges need to revise outdated curricula, introduce modern modules and focus more on practical, hands-on learning. Without such reforms, both types of institutions will continue producing underprepared graduates. The lack of industry partnerships and real-world exposure means students rarely get to apply what they learn in meaningful ways.

But there are glimpses of what's possible when IT education is aligned with real practice. A recent example highlights this: after a series of digital billboard hacks in Kathmandu, Softwarica College of IT and E-Commerce launched a cybersecurity initiative. With official approval from digital board providers, students ethically hacked multiple boards in Kathmandu. This experience, conducted strictly for learning, showcased the scope of IT and the critical importance of cybersecurity. It also showed what motivated, well-guided students can achieve when given the right opportunities and support.

Despite these challenges, IT remains one of Nepal's most significant opportunities. Unlike other industries, it doesn't require large factories or expensive infrastructure. It needs knowledge, creativity, the internet and a device. A student in a rural village with a laptop can learn Python, build projects and freelance globally. With the right mindset, guidance and resources, Nepal can nurture world-class developers, analysts and innovators from any corner of the country.

To get there, we need a collective shift. Parents should encourage their children to find specific interests within IT, whether cybersecurity, design, data or development.

Students must move beyond degrees and start building fundamental skills. The world hires those who can solve problems, not just those with certificates. This means building projects, creating portfolios, contributing to open source and learning beyond the classroom.

Educational institutions must update courses, expose students to challenges and encourage collaboration. Replace outdated theory with internships, labs and mentorship.

Without this shift, we risk producing graduates who are well-graded but under-skilled. Colleges should work with industry partners to provide real-world experiences and ensure that students are ready for the demands of the workplace.

The government and policymakers also have a role. They should make digital education accessible in rural areas, promote community learning and support training, certifications and career guidance. The private sector can contribute by offering internships and industry exposure, helping bridge the gap between classroom and workplace. Together, these efforts can create an ecosystem where talent is nurtured and retained.

IT is a demanding, exciting field that requires focus, creativity and growth. Nepal needs more than coders; it needs thinkers and creators who understand the responsibility of building the digital world.

If Nepal can change its perception and approach to IT, it can produce not just job seekers, but job creators – people who innovate, solve real problems and compete on a global stage. The journey starts with understanding what IT truly is and supporting those who pursue it with passion and purpose.

Sitaula is an IT entrepreneur, educator and machine learning enthusiast