EXPLORING THE URDU LANGUAGE TEACHING USING PHENOMENOLOGICAL LENS: INSIGHTS FROM PEDAGOGICAL SCIENCE

Abstract

This study adopts phenomenological approach to explore lived experiences of Urdu language teachers, teacher trainers, and pedagogical experts. As Pakistan’s national language and a symbol of cultural heritage, Urdu poses distinct instructional challenges, particularly in multilingual and under-resourced educational settings. This study aimed to recognize how educators perceive the current teaching practices, navigate classroom challenges, and implement effective strategies. Using interpretivist paradigm, qualitative data were collected over semi-structured interviews with five experienced participants. Thus, the data analysis followed Moustakas’ modified Stevick-Colaizzi-Keen method, revealing five core themes of this study. The findings show that, despite limited institutional support, educators creatively adapt their teaching to engage the students and enhance their learning outcomes. This study underscores the importance of integrating teachers’ experiences into curriculum development and training programs. It further advocates for modern, culturally responsive as well as technology-supported pedagogical reforms to make sure Urdu language instruction more efficient, effective & learner-centered.