TEACHING PAKISTAN STUDIES TO FOSTER CIVIC RESPONSIBILITY AMONG STUDENTS

Abstract

This study investigates the role of the Pakistan Studies curriculum in fostering civic responsibility, knowledge, and attitudes among students at University of Peshawar and Islamia College University Peshawar. The primary objectives were to evaluate the curriculum's effectiveness in enhancing students' understanding of civic duties, promoting critical thinking about governance, and encouraging active civic engagement. The research employed a quantitative cross-sectional survey design, collecting data from students through a structured questionnaire addressing civic responsibilities, knowledge, skills, and attitudes.
The results revealed that the curriculum significantly enhances students' understanding of civic responsibilities, integrates real-world examples, and promotes national unity and pride. Participants reported that the curriculum encouraged critical thinking about governance and democracy while increasing awareness of Pakistan's political system, governance structures, and the Constitution. Furthermore, students expressed a strong inclination to engage in civic responsibilities, such as voting and community service, as a direct result of their studies.
Despite these positive outcomes, the findings also highlight a need for the inclusion of practical civic engagement opportunities to further enhance students' readiness for societal challenges. The study corroborates existing research on the role of civic education in shaping democratic values, analytical skills, and active citizenship. Recommendations include integrating experiential learning activities and expanding opportunities for practical engagement within the curriculum to strengthen its overall impact.