This article conducts a critical discourse analysis of paradoxes embedded within Pakistan's National Educational Policy (2017-2025). This study employs Fairclough’s 3-D model encompassing textual analysis, discourse practice analysis, and sociocultural practice analysis. This research aims to uncover the complex interplay of language and ideology shaping National Educational Policy. The data analysis shows a vast difference between the provisions made in policy and their actual implementation. This research presents how much educational budget is being set by policymakers. But in reality, it is less than the mentioned numerical value. These findings also provide insight into the discursive techniques used to negotiate and build these paradoxes and the consequences for social change and educational practice.
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Akhlaq et al. (2024) studied this question.
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