AI Literacy Readiness in Sindh’s Secondary English Curriculum: A Qualitative Document Analysis

Abstract

Abstract
This study examines the alignment between Sindh’s secondary English curriculum and the competencies necessary for artificial intelligence (AI) preparedness, emphasizing critical thinking (CT) and digital literacy (DL). This research employs a qualitative document analysis framework to investigate the policy objectives of the Directorate of Curriculum, Assessment & Research (DCAR), the instructional resources of the Sindh Textbook Board (STBB), and the evaluation methodologies of the Board of Secondary Education Karachi (BSEK).Findings reveal a profound misalignment between the visionary policies promoting higher-order thinking and the classroom realities that remain dominated by rote learning. Approximately 92% of examined comprehension questions were recall-based, with negligible emphasis on analytical or evaluative skills. Moreover, digital literacy concepts were virtually absent, suggesting an outdated curricular model unfit for the cognitive demands of the AI era. The study concludes that the systemic gap termed the “AI Preparedness Gap” stems from structural disconnection among policy, pedagogy, and assessment. Recommendations include immediate examination reform to embed higher-order questions, medium-term teacher training in digital pedagogy, and long-term policy synchronization between DCAR and STBB. This study underscores the urgent need for curriculum reform to equip learners with the cognitive and digital competencies essential for thriving in an AI-driven society.