Analysing Interfaith Inclusivity in Pakistani Classrooms: A Mixed Method Study

Abstract

Interfaith understanding and cooperation are crucial elements in promoting communities with a shared future for humankind, particularly in diverse and pluralistic societies like Pakistan. This research endeavours to assess the inclusivity of educational settings and its role in promoting interfaith literacy and collaboration within Pakistani classrooms. The research examines the inclusivity of Pakistani classrooms in accommodating religious diversity and the factors contributing to or hindering interfaith education. Sample has selected from universities across Karachi, Pakistan, while ensuring representation across different majority and minority religious traditions prevalent in the country. The study employs an explanatory sequential mixed methods design, integrating both quantitative and qualitative approaches. Quantitative data has been collected by survey method from students of diverse religions, in qualitative phase the interviews were taken from teachers belonging to diverse faiths. The results indicate that inclusive educational practices enhance students’ comfort, though institutional, curricular, and training-related challenges continue to constrain interfaith inclusivity, highlighting the need for trained educators, inclusive curricula, equitable policies, and interfaith initiatives to promote social harmony and mutual understanding in Pakistan.

 Keywords: Pakistani classrooms, religious inclusivity, interfaith education, interfaith dialogue.