MODERNITY AND CHANGING CULTURAL PATTERNS IN PAKISTAN

Purpose of the Study: The present study is intended to determine the level of modernity and cultural change among university students. In addition, the study is also aimed to calculate the relationship between modernity and cultural change. Methodology: Sequential mixed-method research approach is deployed in this study. Initially, the researcher used a quantitative research approach and surveyed the students using a cross-sectional survey design. A two-stage probability sampling technique was used, and a total of 420 students were selected using the stratified sampling technique and simple random sampling technique, respectively. Data were analyzed using SPSS 25 version. Principal Findings: The results indicated that modernity and cultural change is not uniform among the respondents, but they varied as per the socio-demographic characteristics of the respondents. However, it is more visible in the material aspect of life than the non-material aspect of the social life among the students. In addition, results also indicated a positive relationship between modernity and changing culture among students. Applications of the study: The results and findings of the study draw the attention of policymakers and researchers to take necessary steps to increase the benefits of modernity and cultural change and decrease the negative consequences of modernity and cultural change. Special measures are needed to protect local indigenous culture as well. Novelty/Originality of this Study: The contribution of this study is a university student and modernity in changing values most prominent tool that makes us able to survive in society is cultural patterns through which we learn all that we need to survive and learn behavior, norms, customs repetition of acceptable action, etc. In the nineteenth century, modernization involves culture, and hence it is clear that modern tends are changing old ties of culture.


INTRODUCTION
Culture plays a vital part in the survival of every society. Culture is like software, and society is hardware. Culture is everything, even our behavior, our interaction everything is culture. Culture is a primary condition for society. The most prominent tool that makes us survive in society is cultural patterns. We learn all that we need to survive and learn behavior, norms, customs, repetition of acceptable action, etc. From religion to education, making friends, to getting a job, we learn through existing culture. It is the culture that makes us social human beings. Culture is an integral part of society. In the nineteenth century, modernization involves culture, and it made a precise prediction about the upcoming of business class, highlighting the increase of wisdom and the failure of belief (Cui & Ryan, 2011).
In the twentieth century, the traditional society was hoping to leave their traditional cultures and reflected the West's western and technically "high" ways. Youth life experiences have been essential in modern society. This change affects relationships with family and friends, education and social settings, recreation and lifestyle, and the ability to establish new young adults. Many of these changes directly result from culture restoration, increasing demand for educated people. As a result of these changes, young people today have to negotiate a set of largely unknown risks to their ancestors (Inglehart and Baker, 2000). Modernity is a comprehensive concept that includes social, cultural, economic, and political dimensions. This implies that modernity is not a cross-cutting concept that is only linked to one thing but is linked to many other dimensions (Ullah,2020). This modernity led by globalization affected each country's country regardless of socioeconomic status. They are more concerned about teamwork and put less attention on the ascribed status of the people. They are more concerned about the achieved status and roles attached to these achieved statuses (Hashim, Ullah, Khan, 2017).
It is also believed that modernized individuals also focus on modern scientific thoughts and practices. They are more reality-oriented and trust their senses more than abstract thoughts and faith (Khan & Ullah, 2021).
It means that modern values change both maternal and non-material cultural patterns in many countries. In addition, modernity, regardless of its causes, decreases indigenous cultural values and increases global values that are part of modernized countries. There are many factors of modernization/westernization in Pakistan. However, it rapidly increased after the 1990s in Pakistan. There are two major global factors behind this rapid modernization. First of all, the end of the Cold War makes the world more global and open in terms of frequent interaction between the masses, and second privatization and democracy. In addition, the end of Zia's regime also played a vital role in increasing the adoption of modern western values. However, factors of modernization are beyond the scope of this study.
Still, the primary driving force is globalization behind modernization and westernization (Kakar et al., 2011;Inglehart and Baker, 2000;Ullah,2020). Modernization had changed Pakistan's society in many ways. People are using technology in every field of life, from agriculture to industry, from education to employment, from teaching to learning. In a nutshell, everyone uses imported electronic gadgets as they are used in developed nations like in European countries, i.e., UK, Germany, France, etc. This implies that Pakistanis are also using culturally diffused electronic and electric gadgets (Kazmi and Quran, 2005). Globalization and global thinking are among the significant factors behind many maternal and non-material cultural changes in Pakistan (Habib, 2018). Modernization had also affected the government. Recently, the government also passed a bill to stop violence against women. This implies that institutions at the macro level are also changing because of the modernization of the people. In addition, now governments are also working on global issues like climate change, poverty, women empowerment, and equality. Increasing awareness about global issues is because of increasing information sharing and knowledge based on modern western values and practices (Khan & Ullah, 2021;Malik et al., 2020). Modernization increased insecurity and confusion among the masses. It also increased segmentation in society and increased the gap between the elite class, middle class, and lower class in terms of modernization. Moreover, it also increases differentiation based on religious values, cultural values, and modern values (Bauman, 2013;Willis, 2003).

NEED OF THE STUDY
In light of the facts mentioned above, it is necessary to examine modernity and change cultural patterns in Pakistan because most people and organizations are unaware of modernity cultural change in Pakistan. Furthermore, at the government level, the policymakers are not devoting due consideration to initiate significant steps to enhance the benefits of modernity and cultural change and mitigate modernity and cultural change outcomes.

OBJECTIVES
This study is conducted to determine the level of modernity and cultural transformation among university students in Pakistan. In addition, this study measures the association between modernity and cultural change in the context of Pakistan.

LITERATURE REVIEW
Globalization which leads to modernization inserts new trends and new technologies in developing societies (Amin, 2014; Khan, Ullah, Usman, Malik, Khan, 2020). Developing societies are also now practicing new technology in education, health, and the economy (Beck, 2018). In addition, diversity and respect for global values are also higher in developing societies nowadays. This implies that modernity is closely linked to globalization (Cook,2005). globalization not only changing the policies of the government but it is also changing the attitude and behavior at the individual level. For example, globalization is also changing parents' attitudes, and now parents are more concerned about their children's education. Parents educate their children to place them as productive citizens in the global economy. The government is also found very serious in this regard. The schools and teachers face a significant amount of pressure to ensure universal enrollment and provide quality education. These efforts at both state and individual levels fulfil two significant concepts of globalization, i.e., neoliberalism and capitalistic expansion. Therefore, it is a compulsion for the teachers to introduce and develop those skills among the students required in the global economic market (Khan, 2014;Torres, 2002).
Globalization is also forcing the relevant stakeholders to introduce many new interventions for increasing enrollment and quality education for the students. This implies that globalization is affecting the world's educational system in many ways. One of the components is introducing new methodologies and technology in classrooms for improving quality education. In addition, globally approved pedagogy skills are being provided to teachers for increasing their productivity in schools. These interventions had increased productively because now teachers use innovative methodologies and teaching methods.
On the other hand, teachers and students can now access resources worldwide using technology, i.e., internet connection and personal computers. It is now easy to access educational websites and use different learning software, e-books, and printed materials publicly available to the masses. This implies that computer-based learning increases with the passage of day with the innovation of mobile applications and pads (Khan, 2014;Hamid and Honan, 2012).
The most vulnerable group in this regard is the educated urban segment of Pakistani society. This vulnerable segment of the society is the elite class who spend a very lavish life. They practice modern western values and practices, but they are forcing the middle and lower class to copy them (Bottomore, 2006).
Everyone wants to be labialized a modern person from his/her dressing and physical appearance. The use of jeans and pants and shirt is increasing day by day. However, modern western dressing started from the urbanized community in the country that diffused to rural settings (Maqsood, 2014;Ullah,2020).
Many fast-food restaurants provide fast food, and the number of these restaurants is increasing day by day (Hussain, Zulfiqar & Saboor, 2014). Therefore, none of the definitions of culture is wrong. In the current study, the researcher  Collins, Castro, and Ryan (2016) conducted their study to elaborate on Westernization, Confucianism, economization, and globalization with higher education. In their study, they believed that these four concepts are the key driver of higher education. They further added that Western knowledge remained dominated in higher education because of the expansion of Western knowledge and discourse across countries because of the early colonization of the world by different western countries, i.e., the UK.
In the definition of globalization, it was evident that sharing knowledge and ideas across the border also came under the broader dimensions of globalization. Consequently, the forces of globalization are forcing many institutions to work in close relations with other institutions to operate from a global perspective. This involvement of educations institutions brings a tremendous amount of international involvement in the world, and it is connecting many researchers and academicians regardless of the borders Hashim, Ullah, Khan, 2017). This is evident from the contemporary high demand for education in Pakistan and the involvement of private sector educational institutions to provide education to the masses. As a result, access to higher education increased in many Asian countries (Lee, 2011Marginson,2011. It is pertinent to explain the difference between the cultures and cultural values of Eastern and Western parts of the world. In the Eastern part of the world, people focus on group and group dynamics. On the other hand, in Western culture, the focus is upon the individual and his/her desires (Triandis, 2018).
Modern usages of food or dietary pattern include a high level of meat consumption in red meat and processed meat. In addition, modern or western food also includes a higher level of refined grains, sugar in the form of additive sugar, refined and processed dairy products, cheese, desserts, processed and high energy and processed drinks, and whole grains, fruits, etc. This implies many modern western food items include processed and refined items (Astrup et al., 2011).
In the definition of globalization, it is apparent that sharing knowledge and ideas across the border also came under the broader dimensions of globalization. Consequently, the forces of globalization are forcing many institutions to work in close relations with other institutions to operate from a global perspective. This involvement of educations institutions brings a tremendous amount of international involvement in the world, and it is connecting many researchers and academicians regardless of the borders . However, for increasing interaction between educational institutions, the role of globalization is very different from the role of modernization/ westernization. Globalization is more a catalyst that increases interaction between institutions of the world like educational institutions. It is a driving force that brings institutions closer with the help of a modern communication system, transportation, interaction, and engagement (Neubauer, 2013).

HYPOTHESES H 1 :
Higher the level of modernity higher will be the level of western influence.

METHODOLOGY
The total sample size (420) was equally proportionated in public sector universities. The researcher used a sequential mixed method research approach in the present study. Initially, the researcher used a quantitative researcher approach and surveyed the students using a cross-sectional survey design. For this purpose, students were selected from two universities, i.e., Agriculture University, Faisalabad, and University of the Punjab, Lahore. A two-stage probability sampling technique was used, and a total of 420 students were selected using the stratified sampling technique and simple random sampling technique, respectively. Data was collecting using a modified standard tool of data collection. Respondents were asked whether westernization or modernization is gradually changing our cultural pattern, i.e., food, clothes, and education. About 8.5% of the respondents strongly disagreed, 9.2% disagreed, 33.8% agreed, and 48.8% strongly agreed with the statement. However, most of the respondents were of the views that westernization and modernization are gradually changing our cultural patterns, i.e., 81% of the sample agree that modernization and westernization are changing our cultural patterns (Ballengee-Morris and Stuhr, 2001).  Respondents were also asked about the need for western culture in their context. The response of the respondents was varied as previously. About 7.8% of the students strongly disagreed, 25.8% disagreed, 49.1% agreed, and 17.3% strongly agreed that the need for Western culture increased over time. With the change in material culture, the non-material culture also needs to be changed. In addition, people now think that there is a demand and need for western culture in Pakistan (Jahoda, 2018;Lake et al., 2000). Sig.=.000

RESULTS AND DISCUSSION
The results indicated that less modern students experience lower western influence (67%), and more modern students reported a higher level of western influence (38%). In addition, the association between both the variables is very strong at about a 99% confidence interval. It means that a higher level of modernity will increase western influence among the students. The previous studies indicated that modernity, a way of thinking, influences the students' minds, and they start exhibiting western influence (Shaw,2014). Sig. .000 The results indicated that less modern students experience lower educational influence (62%), and more modern students reported a higher level of educational influence (53.6%). In addition, the association between both the variables is very strong at about a 99% confidence interval. It means that a higher level of modernity will increase western educational influence among the students. These study findings are consistent with the previous studies on the topic, i.e., modernity and western educational influence (Cannizzo & James, 2020).

CONCLUSION
It is pertinent to mention that modern global values are rapidly penetrating Pakistani society. These modern western values are somehow in contrast to the traditional values of Pakistani society. Pakistani youth enrolled in universities think that modernity and globalization had a very strong impression on people's lives. Globalization leads modernity and western culture to have a very strong impression on people's lives, and this strong impression is higher in urban areas than in rural areas. Therefore, it is changing every aspect of Pakistani culture, including food, clothes, and even educational institutions and systems. Westernization and its linked concept of modernity are gradually changing Pakistani culture to western culture, and more and more western values are now penetrating Pakistani society. It is also increasing flexibility among the educational institution of Pakistani like colleges and universities are now more flexible to promote those values which are similar to global western values.

LIMITATION AND STUDY FORWARD
The study is only conducted in public sector universities; modernity and cultural change might differ in private educational institutions. The general population's opinions might differ based on their socio-demographic characteristics like education and age. Generalizability of the findings of the present study on the general population is not possible because data is collected from highly educated young people and urbanized areas, i.e., Lahore and Faisalabad.