The paper aims to explore how far English textbooks in Pakistan embody Pakistan and its culture. In this connection, the reading passages and pictures/images of the textbooks taught at secondary level in the government schools of Punjab were analyzed. It was a mixed method study and the specific method employed was content analysis. For this purpose all the reading passages of both the textbooks were firstly categorized and quantified into three categories; Source Culture/s, Other Culture/s and Neutral and then the cultural elements of Source Culture/s were discussed qualitatively using an adapted checklist. The results of the study reveal that the English textbook of class 9 has 12 passages out of which 75% have Source cultural elements, 8.83% have cultural elements of Other Culture/s and 16.66% are Neutral. As far as the English textbook of class 10 is concerned, there are 13 reading passages out of which 23.07% have Source cultural elements, 15.38% have cultural elements of Other Culture/s and 61.53% are Neutral. The findings of the study show that English, being an international language and as a result of globalization, has become compulsory for people belonging to different countries to learn it. However, in order to retain their identity, they try to appropriate English language to underpin their own culture/s through English language used in the textbooks of Pakistan.

The present study focused on analysing the STEAM curriculum. The current study based on following objectives. (i) To analyse the content of science, technology, engineering, arts and mathematics STEAM curriculumm. (ii)To investigates the challenges faced regarding implementation of STEAM curriculum. (iii)To identify the strengths and areas of improvement of STEAM curriculum. Qualitative content analysis research design employed. Purposive sampling techniques were used. Sample of the study consisted of ten chapters from each STEAM curriculum textbook of grades one, two, and three. It was shown by the results of the study that the STEAM curriculum has potential to inculcate both soft and hard skills in students through transdisciplinary learning. However, gaps exist in contents integration, teacher’s training, resource availability. It was concluded that systemic changes in in-service and pre-service teacher trainings, instructional support, and policy direction needed for successful implementation of STEAM curriculum.