Schooling is not merely a process of transmitting knowledge from teachers to students; it is deeply embedded in the social and cultural context of a society. Schools function as social institutions that reflect the values, norms, beliefs, and power relations of the society in which they operate. Understanding schooling as a socio-cultural process requires examining it through different theoretical perspectives that explain how education interacts with society and culture. These perspectives help in understanding how schooling shapes individuals and how social structures influence educational experiences. The functionalist perspective views schooling as an essential institution that contributes to the stability and functioning of society. According to this perspective, education performs important roles such as socialization, skill development, and the maintenance of social order. Schools transmit shared cultural values and norms to students, helping them develop a sense of social responsibility and collective identity. Through formal curricula and hidden curricula, students learn discipline, punctuality, cooperation, and respect for authority. Functionalists argue that schooling prepares individuals for their future roles in society by providing them with the knowledge and skills needed for employment and social participation. In this view, the education system acts as a mechanism for social integration and ensures that individuals contribute productively to societal development. Another important perspective is the conflict theory, which provides a critical understanding of schooling in relation to power, inequality, and social stratification. Conflict theorists argue that education systems often reproduce existing social inequalities rather than eliminating them. Schools may reinforce differences in social class, gender, caste, and ethnicity by providing unequal opportunities and resources. Students from privileged backgrounds often have better access to quality education, while marginalized groups face various barriers. Through curriculum design, language of instruction, and assessment practices, dominant cultural values are often promoted while the cultures of marginalized communities may be ignored or devalued. According to this perspective, schooling becomes a site where social conflicts and power relations are reflected and reproduced. Instead of being a neutral institution, education may serve the interests of dominant groups in society. The symbolic interactionist perspective focuses on