Abstract
This qualitative research aimed to analyze the integration of twelve core competencies in the Pakistan Studies textbook for Grade Twelve based on the framework of the UNICEF MENA report (2017). The textbook was selected through purposive sampling. In analyzing the text, the approach used was qualitative content analysis with help of NVivo 14 software. The analysis showed that the textbook exhibited a mixed view of these life skills. To some extent, critical thinking, problem-solving, communication & participation are covered through historical analysis of specific instances or a description of governance structures and active citizenship. However, important skills like creative thinking, communication, self-management, and empathy are paid minimum attention. Textbook mainly seems to be information sharing on Pakistani history, politics, and social organization, and process of learning and developing life skills is not very visible. Based on study, it is suggested that curriculum developers make a more conscious effort to ensure that life skills are integrated into content of textbooks; in the form of extra exercises, problem-solving activities, actual conversations about these as the worthy lifelong skills.
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