This paper examines the framing of Kashmir conflict in the editorials of three PakistaniEnglish newspapers, The Nation, The Nation, and Dawn during dictatorial (Musharraf regime, 2005(Musharraf regime, -2007 and the democratic regime (Zardari regime (2008)(2009)(2010). It argues that in case of conflict press conforms to the government policies, change in governments also has an effect on how the press changes its coverage on the conflict according to the policies of the government. The study utilizes a content analysis method to examine the use of framing techniques in the newspapers. Findings supported that the Pakistani press indexed the ruling elite's stance in both regimes. It was found that during the dictatorial regime, as Kashmir conflict was high on agenda, Pakistani English press gave more coverage to Kashmir conflict as compared to the democratic regime. The results also showed that during the dictatorial regime, the dialogue frame to resolve the Kashmir conflict between India and Pakistan was high, which was also in line with the policy of Musharraf 's autocratic regime. Surprisingly, the press coverage in both regimes regarding the self-determination right for Kashmiris in the light of UNO resolutions, Pakistan's longstanding stance, was minimal. The implications of the results are discussed.

The study uses Said's concept of Orientalism and van Dijks concept of socio-cognitive processes to analyze the framing of Pakistani Muslim women in the newsmagazine Time from 1998-2002. A critical discourse analysis of the selected articles of the magazine follows Fairclough's and van Dijk's guidelines. It uncovers how in a particular socio-political context, stereotyped images of Pakistani Muslim women were framed to project "superior American" ideals of "tolerance" and "democracy," as against the "intolerant," "undemocratic" values of Muslim as "others." It also argues how in the process of "othering" Pakistan and particularly its youth are framed as intolerant, and source of fear.

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Infiltration of mass media has increased the exigency of tools necessary for countering the hazardous effects of mass media. Media literacy is considered a tool essential in the 21st century for a democratic society that aims to empower the audience and provides autonomy over mass media messages. Media education plays a significant role in educating media students about theoretical and practical knowledge about media industries. The researcher has employed the “Cognitive Model of Media Literacy” proposed by Potter (2004) and seven skills of media literacy suggested by Potter (2019), particularly as related to news content. News media is supposed to be highly objective, but highlighting some news while neglecting others raises questions about the objectivity of news media. The study intends to explore the standard of media education in Pakistan in imparting news media literacy among media students enrolled in BS and Master’s degree programs. To analyze the level of theoretical and practical knowledge of media students regarding news media and their level of news literacy skills, the researcher has collected data using a cross-sectional survey of 300 students (N=300) enrolled in two public and two private universities in Pakistan, including 200 media students and 100 non-media students. Moreover, through content analysis of the curriculum of media studies mentioned in the prospectus of BS and Master’s degree programs, the standard of media education in Pakistan is also assessed. The study’s findings suggest that media students are more news media literate than non-media students, highlighting the significance of media education. Similarly, consciously and excessively consuming news media also positively affects the level of news media literacy in media students. Moreover, this study suggests that while performing information processing tasks, media students are equipped with skills to perform the task of news filtering comparatively better than meaning construction tasks. However, content analysis of the curriculum reveals that the majority of the courses related to news content focus on theoretical and practical knowledge while neglecting the significance of incorporating analytical courses crucial to harness critical thinking skills. The findings elucidate that universities offering analytical courses in their BS and Master levels scored higher in their news media literacy than those not offering analytical courses. Therefore, the study suggests the incorporation of analytical courses at BS and Master level media education curricula to develop essential skills for performing meaning construction tasks effectively.

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