A SITUATIONAL ANALYSIS OF CHARACTER-BUILDING PRACTICES AT A UNIVERSITY IN PAKISTAN

Abstract

Character-building has increasingly become a key priority for higher education institutions, especially faith-based universities that seek to balance academic excellence with the moral and ethical development of students. In this context, the present study explores character-building practices at the International Islamic University Islamabad (IIUI). The study was conducted with a total population of 1,834 participants, comprising 1,800 male undergraduate (BS-level) students and 34 male faculty members. A proportionate stratified random sampling technique was employed to ensure representation, resulting in a sample of 360 students and 7 faculty members. Data were gathered through semi-structured interviews with 32 students and all 7 faculty members, while structured observations were conducted with 100 male students to examine the campus environment, peer interactions, and participation in co-curricular activities. A qualitative exploratory case study design was adopted for this research. The interview data were analyzed thematically, while observational data were examined using descriptive analysis to provide contextual support and triangulation. Findings indicate that both students and faculty place high importance on character-building as a core educational value. However, institutional practices aimed at fostering character development were found to be largely informal, inconsistent, and fragmented. Despite the presence of various moral and co-curricular initiatives, these efforts lack coordination and a systematic framework for implementation and assessment. The study concludes that the absence of a structured institutional model for character education significantly limits its effectiveness at IIUI. It is therefore recommended that character education be more explicitly integrated into the formal curriculum, faculty capacity in this area be strengthened through targeted training, and existing value-based initiatives be systematically organized and aligned with Islamic ethical principles to ensure a more coherent and impactful approach to student character development.