THE MEDIUM OF INSTRUCTION ON EDUCATIONAL OUTCOMES IN PAKISTAN: A STUDY BASED ON ISSUES AND CHALLENGES

Abstract

Pakistan’s educational system uses multiple languages as mediums of instruction, including Urdu, English, and various other regional languages. The choice of language can significantly influence students' academic performance, comprehension, and overall learning experience. Students often perform better when taught in their first language or a language they are proficient in. Learning in a second language can increase cognitive load, making it harder for students to grasp complex concepts and negatively impacting their academic performance. In Pakistan English-medium schools are more prevalent in urban areas, providing urban students with potential advantages in higher education and job markets. In contrast, rural students, often taught in Urdu or regional languages, may face disparities in opportunities. On the contrary, the effectiveness of instruction is closely tied to teachers' proficiency in the medium of instruction. In Pakistan, many teachers are more comfortable teaching in Urdu or regional languages than in English. However, students transitioning from Urdu or regional language instruction to English-medium higher education often face significant challenges, affecting their performance and continuation rates in higher education. Pakistan has experienced fluctuating educational policies regarding the medium of instruction, leading to inconsistencies in implementation and educational outcomes. This paper aims to provide a comprehensive understanding of how the medium of instruction affects educational outcomes in Pakistan