Integrating Sustainability of English Textbook for Intermediate Classes (Grade XII) in Pakistan

Abstract

The current study examined the representation of sustainability aspects in the English textbook for Grade XII by the Punjab Curriculum and Textbook Board, Lahore. Using Tavanti's (2010) Sustainability Framework, a qualitative content analysis facilitated by NVivo 12 software was used. According to the findings, a limited and indirect depiction of sustainability dimensions was explored. The environmental dimension needs to be addressed; the social aspect receives relatively more attention. The economic dimension is also discussed through a lesson; however, institutional, cultural, and value dimensions need to be added to the content. Generally, the analysis needs a more explicit and thorough incorporation of sustainability beliefs in the textbook. The findings emphasize the requirement for a more deliberate and complete incorporation of sustainability concepts through different dimensions, as per the global agenda regarding sustainable development.