Abstract
Education systems play a critical role in shaping students’ cultural identities in an increasingly globalized world. In Pakistan, the growing presence of international schools following Western curricula exposes students to values that often diverge from local traditions. Drawing on Erikson’s identity theory, Berry’s acculturation model, and Tajfel and Turner’s social identity theory, this study examines how Western curricula influence students’ self-perception, identity conflict, and cultural alienation. Data were collected from 324 students (179 males, 145 females) enrolled in O-level and A-level programs across five international schools in Lahore, Punjab, using a cross-sectional survey design. The results indicate that Western curricula significantly shape the self-concept of students, frequently generating identity conflict and feelings of cultural alienation as local traditions and indigenous knowledge are marginalized. While such education enhances global competitiveness, it simultaneously fosters socio-cultural dissonance, undermining the sense of belonging of students. These findings highlight the need for curriculum reforms that balance global perspectives with indigenous cultural integration.
Bahasa Abstract
Di dunia yang semakin terglobalisasi, sistem pendidikan memainkan peran penting dalam membentuk identitas budaya siswa. Semakin banyaknya sekolah internasional yang mengikuti kurikulum Barat memaparkan siswa pada nilai-nilai yang seringkali menyimpang dari tradisi lokal. Berdasarkan teori identitas Erikson, model akulturasi Berry, dan teori identitas sosial Tajfel, studi ini mengkaji bagaimana kurikulum Barat memengaruhi persepsi diri, konflik identitas, dan alienasi budaya siswa. Menggunakan desain survei cross-sectional, data dikumpulkan dari 324 siswa (179 laki-laki, 145 perempuan) yang terdaftar dalam program O-level dan A-level di lima sekolah internasional di Lahore, Punjab. Hasil penelitian menunjukkan bahwa kurikulum Barat secara signifikan membentuk konsep diri siswa, seringkali menimbulkan konflik identitas dan perasaan alienasi budaya karena tradisi lokal dan pengetahuan lokal terpinggirkan. Meskipun pendidikan semacam itu meningkatkan daya saing global, secara bersamaan mendorong disonansi sosial-budaya, yang melemahkan rasa memiliki siswa. Temuan-temuan ini menyoroti perlunya reformasi kurikulum yang menyeimbangkan perspektif global dengan integrasi budaya lokal.
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Recommended Citation
Abdullah, T., & Ali, J. (2026). The Western Curriculum and Identity Conflict among Pakistani Students. Makara Human Behavior Studies in Asia, 30(1), 20-35. https://doi.org/10.7454/hubs.asia.v30.i1.1594