PEDAGOGICAL INNOVATION FOR SUSTAINABLE EDUCATION: A CASE STUDY OF TEACHER EDUCATION PROGRAMS IN PAKISTAN

Abstract

Achieving sustainable quality education in Pakistan is a critical challenge. This decisive challenge is central to Sustainable Development Goal 4, which is named Quality Education. The study's main aim was to employ a qualitative single-case design to explore the role of higher education at the University in attaining ESD in Pakistan. This single case study investigated how pedagogical innovations impact the quality of education. Data was collected through twenty semi-structured interviews and three focus group discussions with teachers, administrators and students from a public university of Punjab. This study used an evaluative case study design. The results revealed that fostering immersive learning strategies and pedagogical inclusivity significantly enhanced the students’ engagement and learning outcomes. Targeted teacher-training programs improved instructional quality in attaining ESD quality. Additionally, the introduction of innovative assessment methods provided a more holistic evaluation of student performance. Recommendations include pursuing curriculum reforms to embed these innovations and strengthening institutional support for community engagement. The case study's visions align with SDG-4 and suggest that pedagogical innovations can improve inclusive, high-quality education in resource-constrained situations.