“Integrating Religion, History, and Culture in English Teaching in Pakistan: Preserving Values Through Education with AI-Supported Learning”
DOI:
https://doi.org/10.63163/srh258Keywords:
English language teaching, Islamic values, culturally responsive pedagogy, Pakistan, AI in education, Urdu digital content, moral education, Schema TheoryAbstract
This study examines how English language education in Pakistan can integrate local cultural and Islamic values to support both linguistic development and moral awareness among learners. While English plays a central role in academic advancement and international communication, current textbooks and digital resources often emphasize foreign contexts and values that may not directly reflect learners’ daily experiences or ethical frameworks. Drawing on Schema Theory and Culturally Responsive Pedagogy, the study explores the potential of culturally and religiously grounded content to enhance learning by connecting with students’ prior knowledge and social values. The research includes qualitative analysis of Punjab Textbook Board English textbooks for Secondary and Higher Secondary levels, selected AI-supported educational content, and locally produced Urdu cartoons/ animations such as Kaneez Fatima and Ghulam Rasool. Interviews with English teachers reveal classroom experiences, learner engagement, and how media influence ethical understanding. The study shows that culturally familiar narratives, combined with AI-supported storytelling, can enhance language learning while reinforcing Islamic and societal values, offering a practical approach to designing English teaching materials that promote academic skills, cultural identity, and moral development.
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