INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Peace building via Language Learning: A Systematic Review of ESL  
and Peace Education Integration in Pakistan  
Rabiah Rustam1, Haixia Guo2  
1Associate Professor. Department of Humanities COMSATS University, Islamabad, Abbottabad  
Campus, Pakistan  
2Associate Professor, School of Foreign Languages and Literature, Tianjin University, Tianjin, 300350,  
People's Republic of China  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000848  
Received: 09 November 2025; Accepted: 21 November 2025; Published: 26 November 2025  
ABSTRACT  
This systematic literature review investigates the integration of peace education within English as a Second  
Language instruction in Pakistan. It addresses three objectives that include exploring research gaps, evaluating  
theoretical frameworks that can be integrated with ESL instruction, and exploring innovations for peace  
education integration at the grassroot level. Findings reveal that there are several gaps in the existing researches.  
Big cities such as Lahore and Karachi dominate research in this area while rural and conflict affected regions  
such as Khyber Pakhtunkhwa and Balochistan remain unexplored. There is a limited adaptability of theoretical  
frameworks such as Critical Pedagogy and Social Emotional Learning (SEL) with ESL instruction in the  
conservative educational contexts. A few adaptations such as SEL infused with Islamic values exist and have  
limited impact. Certain initiatives taken at the grassroot level, such as the mediation of seniors or debates created  
to resolve conflict, highlight that innovative practices exist but teacher led innovative practices are rare and also  
not documented. The existing education system creates certain barriers such as exam oriented curricula,  
ideological resistance, and limited resources to handle conflict. All these issues highlight that there is a need for  
significant policy reforms, teacher training, and participatory research. In Pakistan’s complex sociolinguistic  
landscape, the study recommends that hybrid models should be adopted to facilitate the integration of theoretical  
frameworks of peace education with ESL instruction keeping in view local traditions. This can help develop  
linguistically and socially transformative ESL classrooms.  
Keywords: peace education, ESL in Pakistan, critical pedagogy, social-emotional learning, grassroots  
innovations  
INTRODUCTION  
Pakistan has a complex sociopolitical landscape which is marked by ethnic divisions, religious extremism, and  
educational inequalities, due to which peace education is urgently needed. In past, there have been efforts to  
integrate peacebuilding into education but these efforts were led either by Non Governmental Organizations also  
called NGOs or superficial curriculum additions. This situation has further been complicated by the country’s  
multilingual education system, divided across Urdu-medium public schools, English-medium elite institutions,  
and religious madrassas that make cohesive policy implementation a challenge. ESL instruction in Pakistan has  
primarily focused on linguistic proficiency rather than transformative learning, avoiding opportunities to foster  
intercultural dialogue and conflict resolution.  
Previous studies on ESL and peace education in Pakistan indicate that gaps exist in researches related with peace  
education in Pakistan. First, the focus of these studies is overwhelmingly urban such as including big cities of  
Lahore and Karachi. It leaves considerable gaps in realizing how peace education and ESL have been merged in  
regions other than big cities. Conflict zones, and provinces with huge rural areas such as Khyber Pakhtunkhwa  
and Balochistan remain virtually unexplored in the exisitng research space. Moreover, there are different school  
systems including public schools, madrassas, and elite private schools which approach this integration in their  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
own ways. Without a complete national picture, policymakers may not be able to create effective, inclusive and  
comprehensive strategies to integrate peace education and ESL teaching.  
Second, while global theoretical models such as Social-Emotional Learning (SEL) and Critical Pedagogy are  
practiced across the globe, their adaptation to Pakistan’s linguistic hierarchies and their role in ideologically  
rigid contexts remains under explored. Researchers haven't yet been able to identify the suitability and  
adaptability of these approaches for different regions, school types and local peace traditions. Moreover, the  
existing studies have rarely measured the success or failure of these popular theoretical models when applied in  
Pakistan's unique context. Current review may help to find out where and how these theories have been applied,  
revealing adaptation gaps which may further help educators choose and modify certain theoretical models that  
actually work.  
Third, the available research relies heavily on formal NGO and government programs, and ignores creative  
solutions developed by the teachers themselves. Rare documentation is available on how local teachers have  
adapted peace education to their ESL lessons and what challenges they face in real classrooms. Community  
based initiatives and informal education efforts have also been ignored, despite their contribution. Current review  
may help highlight this imbalance and advocate for more research focusing on the steps taken at the grassroot  
level by teachers themselves.  
Keeping in view the existing situation, this research has following objectives:  
To systematically map and synthesize existing research on integration of ESL and peace education in Pakistan  
while identifying regional, institutional, and theoretical gaps  
To evaluate the effectiveness of global theoretical frameworks used for peace education in Pakistani ESL  
contexts and analyze their local adaptability keeping in view available studies  
To explore peace integrated ESL instruction practices made by teachers themselves at the grass root level that  
have not been properly documented, providing recommendations for possible implementation.  
Focusing on the objectives, the study aims to answer the following research questions:  
What is the geographical and institutional distribution of the existing research on integration of peace education  
with ESL instruction while identifying the major gaps?  
Which theoretical frameworks are effective for peace education integration with ESL in Pakistan keeping in  
view the need for local adaptability?  
Which undocumented practices led by teachers at grass root level exist for embedding peace education in ESL  
classrooms but have not been documented?  
METHODOLOGY  
This systematic literature review adopts a structured method. First all the studies related with peace education  
were collected from various sources such as journals and digital libraries. The time frame was 2010 to 2024.  
These studies included research articles, books and reports on peace education in Pakistan. A priority was given  
to the empirical studies, theoretical frameworks and policy studies. Screening of the studies was carried out by  
looking into the titles, abstracts, literature sources, analyses and findings. The objectives of the study including  
mapping existing researches keeping in view geographically and institutional distribution, effective theoretical  
frameworks and their local adaptability as well as the local undocumented initiatives by teachers themselves  
remained in focus. The study synthesized the available research and tabulates the findings from the existing  
literature for the sake of clarity. At the same time the study is limited to the available sources only. Similarly,  
sufficient research is not available on rural areas as well as the contribution of the teachers towards the peace  
education integration with ESL at the local level as most of the contributions are undocumented. Limited  
research is available on policies, implementations ans outcomes.These constraints highlight a need for further  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
empirical research using mixed methods approaches to ensure the availability of quantitative as well as  
qualitative data.  
RESULTS  
UNESCO (2017) defined peace education as an educational initiative aimed at nurturing a culture of peace  
through the development of knowledge, skills, attitudes, and values necessary to prevent conflict and violence.  
It embraces themes focusing on human rights, conflict resolution, empathy, and critical thinking.  
According to Nordquist (2019) English as a Second Language (ESL) refers to the teaching and learning of  
English by speakers having other native languages, especially in countries where English is not the primary  
language of communication. According to Mansoor (1993) as cited by Mahboob (2017), in Pakistan, ESL lies  
within a postcolonial and hierarchical linguistic environment and represents privilege and power. Presenting a  
picture of Pakistan’s sociolinguistic landscape, Shamim and Rashid (2019) highlighted the fact that the  
country’s education system is divided into multiple categories that include public Urdu medium schools, elite  
English medium private schools, and religious madrassas where different ideological and linguistic paradigms  
are reinforced in multiple ways. This division plays key role in increasing existing social inequalities and  
upholds linguistic hierarchies. Those having English language proficiency have access to a range of opportunities,  
while others having less proficiency are often left at a disadvantage.  
The linguistic and cultural diversity of Pakistan is full of opportunities but also poses significant challenges for  
the integration of peace education. The issues raised because of scociopoloitical situation in Pakistan have drawn  
the attention towards research on peace education within English as a Second Language (ESL) instruction across  
the country. Some of the latest researches have studied a few aspects of this integration that focus on pedagogies,  
institutional initiatives as well as preparedness and thr role of regional and ethnic diversity on integrating peace  
education in the education system.  
Referring to recent researches, Aftab and Sadaf (2023) as well as Jamal et al. (2024) studies English textbooks.  
They found that peace related themes were included in the books, but lacked consistency and regularity.  
Similarly, Rizwan, Huma, and Hanif (2025) found a lack a cohesive thematic organization in the integration of  
peace related content. A significant gap found by theses studies indicates the disparity between the content found  
in textbooks and the teaching methods used on the ground. All these themes lack a well defined pedagogical  
framework required to link the curriculum with the peace education.  
Significant regional variations was also found in the researches. A considerable number of studies have  
concentrated on Punjab (e.g., Faheem, 2021; Sheheryar & Shabbir, 2024), while there is scant research available  
on Sindh (Asif, 2021) and other areas affected by conflict (Rahman, 2023). Rahman (2023) research is  
particularly important, as it includes the opinion of educators from terrorism affected regions, thereby  
highlighting the importance of grassroots peace education. Moreover, Khaliq, Ghani, and Ilyas (2020) as well  
as Qamar and Lodhi (2025) applied experimental methods to evaluate the impact of teaching that integrates  
peace in the acquisition of the English language. Inspite of a number of studies, the persistent issues regarding  
the regional context of these studies restrict the generalization and relevance of the applicable results. Together,  
the literature reflects both advancements and shortcomings in the incorporation of peace education into  
Pakistan's educational curricula and teaching practices. The theoretical foundations in these studies are often  
either missing or inadequately developed. While Freire (2014) pedagogy of the popressed and Giroux (2011)  
critical pedagogy provide valuable perspectives to view peace education as a means of empowerment,  
insufficient number of studies systematically apply these theories in Pakistan. For instance, despite advocating  
for the incorporation of social-emotional learning (CASEL, 2022), Aftab and Sadaf (2023) have not established  
their analysis in SEL frameworks. Similarly, Sanauddin and Khan (2024) analyzed the linguistic representation  
of peace versus violence but a comprehensive theoretical model is missing. These issues highlight the need for  
future research that adopts strong theoretical foundations to effectively contextualize peace education keeping  
in view language, curriculum as well as regional diversity.  
The following table summarizes key studies on peace-ESL integration in Pakistan, organized by regional focus,  
institutional context, and theoretical framework:  
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Table 2: Studies on peace education with regional focus, institutional context and theoretical framework  
Focus  
of  
peace  
Theoretical gap  
Author(s)  
Region studied Methodology  
education  
Khaliq et al. Graduate level, Experimental  
Language  
through  
curriculum  
learning Focuses on outcomes, but  
peace lacks pedagogical theory  
alignment  
(2020)  
not specified  
study  
Curriculum  
evaluation  
Linguistic  
indirectly related to  
skills, Peace education not directly  
Asif (2021)  
Karachi (Sindh)  
addressed  
peace  
Faheem  
(2021)  
Qualitative.  
teacher  
interviews  
Teachers' perceptions Absence of teacher training  
of peace education frameworks  
Punjab  
Punjab  
Aftab  
Sadaf (2023)  
&
School textbooks and Lack of theoretical linkage  
Content analysis  
Teacher surveys  
between curriculum content  
and SEL  
peace promotion  
Rahman  
(2023)  
Terrorism-  
affected areas  
Peace via primary Lacks  
curriculum-based  
education in conflict  
zones  
intervention analysis  
Sanauddin &  
Khan (2024)  
Peace vs. Violence Analysis not according to any  
language theoretical model  
National  
Content analysis  
Content analysis  
Jamal et al. Punjab  
(secondary  
schools)  
Peace education in Does not assess pedagogical  
(2024)  
English curriculum  
implementation  
Sheheryar & Punjab  
Analysis of present  
curriculum  
Qualitative  
No empirical evidence  
Shabbir  
(secondary)  
(2024)  
Rizwan et al. Punjab  
Thematic content Peace  
dnalysis  
education No connection to student  
themes in English  
outcomes or efficacy  
(elementary  
(2025)  
level)  
textbooks  
Qamar  
Lodhi (2025)  
&
Experimental  
design  
Impact of peace- Limited generalizability due  
Not specified  
integrated  
English  
to regional ambiguity  
lessons on ESL  
The data shows that a significant number of these studies focus Punjab province of Pakistan, giving limited  
representation to other provices and terrorism affected regions. Researchers such as Aftab & Sadaf (2023) and  
Jamal et al. (2024) used content analysis. They examined textbooks. On the other hand Qamar & Lodhi (2025)  
and Khaliq et al. (2020) applied experimental analyses to find out the impact of peace education coupled with  
ESL instruction. The qualitative analyses done by Faheem (2021) and Rahman (2023) give the perspectives of  
the educators but do not diccuss educational theories. All of these studies were content based analyses or the  
studies on implementation only that lacked integration of both aspects. This creates a theoretical gap as the  
famous approaches such as critical pedagogy and social emotional learning have been ignored in these studies.  
Measurement of outcomes also creates a gap as a significant number of the researches are either qualitative only  
or quantitative only. Researches based on mixed methods could better address the peace oriented ESL programs  
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and their impact. Similarly comparative studies across the regions as well as the institutions could also provide  
comprehensive insights into adopting the best practices and coping with the contextual challenges. It could  
further help better policy making and strategy building for peace education.  
The voices of students are also missing from the available literature, particularly those belonging to minority or  
conflict affected backgrounds. Teachers and administrators are frequently interviewed during the research.  
Students’ point of view on how peace integrated ESL initiatives impact their sense of identity, belonging, and  
conflict resolution skills have rarely been looked into. Participatory research methods, focusing on student-led  
projects or reflective journals, could better address this gap and provide useful insights into the learner  
experience.  
Theoretical frameworks effective for peace education integration with ESL in Pakistan  
There are some famous theoretical frameworks practiced across the globe to merge peace education with ESL  
instruction. Some of which are mentioned here:  
Critical Pedagogy  
Critical pedagogy was developed by Paulo Freire (1970). It is a teaching approach that challenges traditional  
power structures in education, encouraging students to question oppression, inequality, and social injustice. It  
focuses on dialogue, critical consciousness and transformative action.  
This approach focuses on the following key elements:  
i. Dialogic learning which emphasizes teacher student collaboration through dialogue  
ii. Problem posing Education that encourages critical thinking about real-world issues  
iii. Social Justice that aims to fight against oppressive systems  
iv. Empowerment, where students become active ambassadors of change  
Transformative Learning  
Transformative learning theory was developed by Jack Mezirow (1991). It is a process where learners reflect  
critically on their own assumptions and experiences. It leads to a trandormation in their worldviews.  
There are following key aspects of this approach:  
i. Critical reflection which means reflecting on a rethinking deeply held beliefs.  
ii. Disorienting dilemma which is a new experience that challenges existing point of view.  
iii. Rational discourse that is a dialogue to assess new points of view.  
iv. Action that is the Implementation of new understandings  
Social-Emotional Learning (SEL)  
SEL is defined as an educational framework that breeds self-awareness, emotional regulation, interpersonal skills,  
and responsible decision-making. It is actually a Collaborative for Academic, Social, and Emotional Learning  
(CASEL, 2023).  
There are following important aspects of this collaborative learning process framewok:  
i. Self awareness which is about recognizing emotions and values.  
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ii. Self management which means regulating emotions and behaviors.  
iii. Social Awareness which relates with empathy and respect for others.  
v. Relationship skills that focus on building Communication and collaboration.  
vi. Responsible decision making that focuses on making ethical and constructive choices.  
Humanistic Education  
The concept of humanistic education developed under the influence of Carl Rogers (1969) and Abraham Maslow  
(1970), emphasizing student-centered learning, self-actualization, and personal growth.  
It highlights following aspects:  
i. Student-centered approach that emphasizes considering individual needs  
ii. Self-directed learning that builds student autonomy  
iii. Emotional and cognitive growth that focuses on holistic development  
iv. Positive teacher student relationships that focus on developing unconditional positive regard  
5. Communicative Language Teaching (CLT)  
According to Savignon (2002), CLT is a language-teaching approach emphasizing and practicing real-world  
communication, interaction, and functional competence.  
Key aspects are following:  
I. Authentic communication which means meaningful interaction  
II. Fluency over accuracy which prioritizes the practical use of language  
III. Task-based learning focussing on real-life language learning tasks  
IV. Learner entered means fulfilling learners’ needs  
For better understanding a table has been made to understand these frameworks:  
Table 3: Approaches for integrating peace education with ESL learning  
Critical  
Pedagogy  
Transformative  
Learning  
Humanistic  
Education  
Aspect  
SEL  
CLT  
Primary  
Focus  
Social justice &  
empowerment  
Perspective  
transformation  
Emotional &  
social skills  
Self  
actualization  
Language  
communication  
Key  
Freire (1970)  
Mezirow (1991)  
CASEL  
Rogers (1969)  
Savignon (2002)  
Theorists  
Learning  
Process  
Dialogic,  
problem-posing  
Self-directed  
learning  
Critical reflection  
Skill-building  
Interactive tasks  
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Role of  
Teacher  
Facilitator of  
critical  
consciousness  
Coach in  
emotional  
skills  
Supporter of  
personal  
Promoter of  
interaction  
Guide in reflection  
growth  
Behavioral  
observation  
Personal  
growth metrics  
Communicative  
competence  
Assessment Reflective action Perspective shifts  
This table compares five educational approaches keeping in view the major theoretical foci, pedagogical methods,  
role of the instructor and the assessment practices. Critical pedagogy and transformative learning give  
importance to social justice and reflecting on world views with an objective to change them through dialogue  
and reflection process. In contrast, SEL and humanistic education are more associated with an individual's  
emotional skills and self-actualization using the techniques of coaching and the assessment is done on the basis  
of personal growth. CLT has a different role and concentrates mainly on developing linguistic proficiency by  
engaging the learners in interactive communicative activities.  
The Role of Pedagogical Methods in Integrating Peace Education in ESL Classrooms  
Integrating peace education into ESL classrooms isn’t just about teaching language in isolation; it’s about  
shaping thoughtful, globally minded individuals. Critical pedagogy, given by Freire (1970), prioritizes dialogic  
learning and encourages students to interrogate issues of social injustice, using language as a tool for both  
communication and social critique. Such an approach helps to create a classroom suitable for developing  
linguistic as well as social consciousness. Highlighting the importance of discussing real world issues in ESL  
classroom, Olivero and Oxford (2020) , suggested that teaching about peace building not only fosters open  
dialogue among variety of groups but also enables the learners to explore and address them effectively.  
According to Deaton & Golubeva (2020) such an approach makes the learners more aware of global issues  
while developing their linguistic competence at the same time.  
Mezirow (1991) transformative learning theory is a useful approach to address rethinking cultural assumptions.  
Prejudice can be minimized by challenging the learners’ already existing concepts and giving them opportunities  
for open dialogue. It underscores the importance of pedagogical methods in more than just contributing towards  
language learning and engaging constructively and empathetically with a world full of diversities.  
Social Emotional Learning or SEL is based on the empowerment of the learners by teaching them empathy,  
regulation and control of their emotions, conflict resolution coupled with building their communicative  
competence keeping in view variety of cultures. It makes SEL a useful framework available for peace-building.  
Elias (2009) supported this approach and stated that SEL improves the students’ ability to interact peacefully  
within multicultural settings supporting language learning as well as by promoting meaningful collaboration.  
Humanistic learning, explained by Rogers (1969), not only emphasized the well being of learners but also  
focuses on their expression of self. It aims to provide the learners an environment where they can have dialogue  
on complicated global issues as well the challenges related with themselves. Research by Jawadi and Tahmasbi  
(2020) indicates that when language learning materials are integrated with a students’ own lives and experiences,  
the productivity increases. Teachers and curriculum developers can design relevant and engaging activities,  
combining excitement, emotion,and fun in a language learning classroom.  
Communicative Language Teaching (CLT) is also a productive framework for peace education, as it emphasizes  
genuine and purposeful communication (Savignon, 2002). CLT does not use rote learning, rather encourages  
ESL learners to engage with peace oriented topics through practical activities including role playing to resolve  
conflicts. The learners can also be asked to have a discussion on global peace efforts. Kramsch (2014) said that  
intercultural competence, which is an essential element in peace education can be developed by using CLT in  
classroom.  
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Effectiveness of Pedagogical Frameworks in Pakistani ESL Contexts  
Keeping in view Pakistan’s linguistic and socio political environment, Paulo Freire’s critical pedagogy can be  
used for integrating peace education with English as a Second Language (ESL) learning classroon. This  
framework focusses on dialogue, reflection, and learner empowerment. Regions with limited resources or  
conflict affected areas can make better use of such pedagogy. According to Faheem (2021) and Rahman (2023),  
the teachers recognize the value of peace education but they do not have significant training and exposure to use  
it in their academic contexts. Critical pedagogy is suitable enough to address these concerns of the educators by  
providing practical strategies ans solutions by motivating the learners to engage with real-world conflicts as  
well as the social issues through language learning. It helps them build linguistic proficiency as well as creates  
awareness regarding their social responsibilities. Studies on textbook analysis such as by Aftab & Sadaf (2023)  
as well as Jamal et al., (2024) do not address the aspect of contextual adaptation. If critical pedagogy is modified  
keeping in view Pakistan’s socio-cultural context, it has a significant potential to play key role in peace education  
through ESL.  
Giroux (2011) presented transformative educational model using language classrooms as platforms for  
promoting constructive dialogue on justice, identity, and coexistence. This approach is suitable for Pakistan, as  
the sectarian conflicts, intolerance, and political polarization are commonly existing issues. Sensitivity to cultural  
issues and the realization of classroom dynamics matter a lot in the application of this model.  
Social and Emotional Learning or SEL was theorized by CASEL (2022). keeping in view the aspects of  
developing effective language use as well as developing the interpersonal skills, this framework aims to create  
empathy, self-awareness alongwith the development of responsible decision making skills. Tolerance and  
emotional intelligence can be promoted among the learners by the fusion of SEL aspects into ESL classrooms  
in Pakistan. Some researches by Khaliq et al. (2020) as well as by Qamar and Lodhi (2025) highlight the benefits  
but still do not provide a comprehensive framework to incorporate this theory into the classrooms.  
There is a diverse landscape available for peace education in Pakistan. Combining SEL with critical pedagogy  
can be a suitable framework to promote critical analysis and emotional development among the learners. Still  
contextual factors, curriculum adjustments as well as teacher training are required to make this model adaptable.  
Grassroots and Teacher-Led Innovations in Peace-ESL Instruction  
Community based ESL peace education initiatives have been taken in some regions in Pakistan recovering from  
conflict. They have also been implemented in culturally diverse settings where conventional educational  
programs fail to address the issues on local level.  
Motivated by community-based initiatives such as Aawaz II, based on inclusive education, conflict resolution,  
and social unity, educators have applied collaborative learning, role-play, and storytelling. These strategies were  
used to foster empathy and avoid violent communication (Idara-e-Taleem-o-Aagahi, 2023). These methods align  
with Ahmed (2018) assessment that the practical circumstances of Pakistani classrooms including limited  
resources, different student abilities, and social strife need context sensitive peace integration rather than relying  
on idealistic approaches. Examples of a grammar exercise can be taken here that may include cooperative  
problem solving, that can develop linguistic proficiency as well as social skills (Qamar & Lodhi, 2024). These  
strategies help to enrich the students’ social as well as emotional development supporting Harris and Morrison  
(2003) point of view on peace education, still, such strategies affect broader adaptation and and policy  
implementation due to documentation. Creative writing tasks, group discussions, and reading materials  
integrated with peace are practiced in rural and semi urban ESL environments often derived from the values  
mentioned in Life Skills for Kids (LSK) and initiatives as discussed in Pakistan Learning Festival (ITA, 2023).  
Teachers integrate local proverbs or stories into their lessons to promote cooperation, respect, and cultural  
understanding while teaching English language (Jamal, Kiran, & Naz, 2023). According to Ahmed (2018) the  
idealistic models suggest a complete integration of peace education into formal education systems. The  
educational context of Pakistan has a huge variety and requires practical adaptations such as embedding peace  
themes within subject-specific lessons. Teachers also try to resolve peer conflicts in English language classroom  
using the methods of active listening and having respectful conversation, keeping in view Harris’s (2003) ideas  
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on peace-building. These context-sensitive approaches are designed according to the needs of the class and local  
issues; however, their undocumented status leads to exclusion from teacher training programs and academic  
discussions.  
Digital Safety or Digital Citizenship training (ITA, 2023) is a significant grassroots level that initiative that has  
not received much coverage. It focussed on the modification of ESL content to include themes related with peace  
literacy where students write essays proposing peaceful online practices, thereby merging grammar and  
vocabulary objectives with conflict resolution skills (Hina & Ahmad, 2024). Ahmed (2018) reiterated that  
idealism emphasizes the ethical necessity of peace education, while pragmatism acknowledges the importance  
of incorporating such themes into current instructional frameworks that are not burdensome to the educators and  
the learners. The practical integration gives significant results such as engaging learners in writing persuasive  
essays on nonviolent solutions to community challenges. Similarly, civic harmony speeches by the advocates of  
civic harmony can be arranged as listening activities. Harris (2003) principle of emphasis on the fact that peace  
education is much more effective when real life experiences are associated with it ca be practiced in classroom.  
All these methods are created at the local level without any research and have limited formal applicability and  
adaptability in ESL curriculum development.  
DISCUSSION  
The results of the above mentioned literature review provide key ideas regarding the integration of peace  
education with ESL instruction in Pakistan. A the same time the analysis of existing research indicates some  
geographical and institutional gaps in this field. Much attention has been paid to developed regions in Punjab  
while other areas suich as Sindh, Balochistan, rural areas and conflict affected areas have not been researched  
enough (Aftab & Sadaf, 2023; Rahman, 2023). Moreover, the available researches used content or textbook  
analysis to address peace related issues within English language curricula of Pakistan (Jamal et al., 2024; Rizwan  
et al., 2025) while rearely connecting the findings with teaching practices or student outcomes. Studies on teacher  
perceptions (Faheem, 2021) and experimental methodologies (Khaliq et al., 2020; Qamar & Lodhi, 2025)  
provide useful perspectives but still lack regional representation and strong theoretical foundations. There is no  
sufficient assessment of linguistic impacts as well as the perpectives of the learners. These gaps highlight the  
necessity for mixed-methods based researches as well as outcome based initiatives to address the deficiencies  
and guide policy enhancements.  
Widely applicable frameworks such as critical pedagogy (Freire, 2014; Giroux, 2011) and Social-Emotional  
Learning (CASEL, 2022) seem suitable to be aligned with Pakistan’s peace integration with ESL learning goals,  
offering important strategies on critical consciousness while developing interpersonal skills. Marginalized or  
conflict-affected populations can be benefited from the dialogic and empowerment-driven approach of critical  
pedagogy(Rahman, 2023). On the other hand SEL provides methods for nurturing empathy, teamwork, and  
developing responsible decision making skills in a systematized manner (Qamar & Lodhi, 2025). Although these  
ideological frameworks are rich enough, their adaptation to Pakistan’s sociocultural landscape is quite rare and  
lacks coherence in the existing curriculum. A suitable model may combine both frameworks, associate them  
with teacher training and must be supported by localized resources.  
A number of Pakistani ESL instructors informally practice peace concepts through storytelling, collaborative  
problem-solving, role-playing, and contextual materials at the local level (Ahmed, 2018; ITA, 2023). According  
to Hina et al., (2024) these methods involve integrating community issues into grammar instruction as well as  
developing empathy through writing skills which demonstrate Harris’s (2003) argument that peace education is  
highly effective if real life experiences are brought into the classroom. Comprehensive documentation is required.  
Similarly, the assessment of teacher’s initiatives could may help to develop scalable models for integrating ESL  
instruction with peace education. This will further help acknowledgement of the efforts at the grass root level,  
and help their adaptability to diverse educational settings in Pakistan.  
CONCLUSION  
The fusion of peace education with ESL instruction across Pakistan is a significant concern. Current systematic  
review has helped in pointing out regional, institutional, and theoretical deficiencies that need attention. The  
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overwhelming focus on peace education in some areas while neglecting other regions in need points out  
insufficient research that halts the development of fair and inclusive educational strategies. Although, Critical  
Pedagogy and Social-Emotional Learning are promising frameworks, still, their success depends on on cultural  
adaptation, alignment with the curriculum, and the educators’ training. Additionally, innovative efforts by ESL  
educators T the local level frequently characterized by creativity, resourcefulness, and relevance to the grass root  
level have neither been researched, nor documented, that further affects their adaptability and inclusion in  
national education policy and practice. It is suggested that future research should apply mixed-methods strategies  
that integrate qualitative insights with quantitative assessments of language proficiency, attitude change and  
conflict resolution skills. Comparative research across various regions and institutions is required to find out  
effective practices and further apply them to different environments. Policymakers also need to focus on the  
integration of localized adaptations of critical pedagogy and SEL into teacher training programs, ensuring the  
applicability and cuktural relevance of the theoretical frameworks. By connecting theories with practices,  
widerning the geographical representations and by acknowledging the significance of teacher’s innovations,  
Pakistan can establish a sustainable, and culturally relevant approach to merging peace education with ESL that  
may help in developing language proficiency as well as social harmony.  
The study also recommends policy reforms where assessments should be aligned with peace integrated  
approaches so that innovative pedagogies can be developed. Similarly teacher empowerment through teacher  
training programs or online modules should be ensured to fight literacy barriers in rural areas. Future researches  
need to adopt participatory methods and quantifiable results to highlight the voices of the learners and the  
educators in the regions that have not received sufficient resources and representation.  
ACKNOWLEDGEMENTS  
This research is part of a project titled “Research on the Construction of Cross-Cultural Value Identity Based on  
a Community with a Shared Future for Mankind（H20240604)”  
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