Reimagining Education through Cultural Narratives: Integrating Literature, Pedagogy, and National Identity in Pakistan

Abstract

This paper examines how culturally based educational practices have influenced the national identity of Pakistani students. Based on a quantitative cross-sectional research design, it examines the role of narrative-based pedagogy, exposure to Pakistani literature, and the role of culturally integrated curricula in affecting the perception of belonging, pride, and cultural knowledge among students. A sample size of 365 students of both the public and the private institutions in Pakistan was used. The correlation analysis, the multiple regression analysis demonstrated that all the three independent variables have significant and positive influence on the national identity, which explains the 64% variance of national identity. Among them, culturally integrated curriculum was the best predictor (b = 0.35, p < 0.001), then there is narrative-based pedagogy (b = 0.32, p < 0.001) and exposure to Pakistani literature (b = 0.28, p < 0.001). The results underline that classroom storytelling, indigenous literature, and culturally inclusive curricula contribute to the enhancement of the emotional and cognitive association with the national heritage, which is opposed to the homogenization of syllabi and the lack of engagement that is the result of rote learning. The research proposes the need to incorporate local histories,  local writers in the formalized education to foster inclusiveness and cohesion. It also proposes training teachers in the culturally responsive pedagogy to maintain identity growth in varied learning setups.