SDGs Embeddedness in SNC: A Critical Analysis General Knowledge Textbooks

Abstract

Lifelong learning is critical for fostering sustainable practices that address global challenges. Early education plays a pivotal role in instilling sustainability principles. In Pakistan, the General Knowledge textbooks under the Single National Curriculum (SNC) for grades 1-3 aim to develop foundational knowledge and skills related to sustainable development. This study reviews these textbooks to evaluate their potential in nurturing lifelong sustainability practices among young learners. Using a qualitative content analysis framework, the study assessed General Knowledge textbooks for grade 1-3. The analysis focused on three sustainability dimensions; social, economic, and environmental and evaluated the SDG goals for each dimension in the content. Data was coded and validated through peer review. The analysis reveals that while the textbooks incorporate themes such as environmental conservation, hygiene, and community responsibility, the coverage of economic and social sustainability is limited. Activities promoting critical thinking and problem-solving are sporadic and often lack depth. The study identifies significant opportunities to enhance the role of General Knowledge textbooks in cultivating sustainability competencies. Recommendations include integrating experiential learning activities, emphasizing interdisciplinary connections, and adopting participatory pedagogies. These improvements can transform early education into a robust foundation for lifelong learning, equipping students with the skills and mindset to navigate and address sustainability challenges effectively.

Keywords: Single National Curriculum (SNC), General Knowledge Textbooks, Grade 1-3, SDG