Policy and Governance of Media Information Literacy at Secondary School Education in Pakistan

Abstract

The rapid evolution of new media technologies globally presents a challenge for policymakers, regulatory bodies, and educators to adapt to the ever-changing landscape of emerging media across all disciplines. In response, states endeavor to enact measures and formulate policies aimed at preparing the younger generation for the complexities of navigating new media technologies at individual, societal, and global levels. Pakistan's National Education Policies are crafted with a forward-looking approach to meet the needs and requirements of the youth in the coming decade. However, the porous nature of these policies often results in a lack of trust in the curriculum being taught in public schools nationwide. While
curriculums and textbooks are aligned with the aims and objectives of the National Education Policy, their implementation through the country's four Provincial textbook and curriculum boards leaves room for disparity. This study aims to investigate how the vision of National Education Policies is translated into the curriculum, particularly regarding Media Information Literacy (MIL), as outlined in textbooks used in public secondary education. Through content analysis of 9th and 10th-grade textbooks, this research seeks to examine the presence of MIL education. Findings reveal that MIL aspects are predominantly present in English textbooks, highlighting a disparity between the perceived knowledge outlined in national education policies and the actual knowledge possessed by students in higher secondary schools. This underscores the urgent need for updating National Education Policies and textbooks to reflect the latest discussions and standards MIL education and ever-changing landscape of digital media and artificial intelligence ahead of our young generation