Transforming Education in Pakistan: A Comprehensive Review of Infrastructure, Innovation, Equity, and Environmental Sustainability in 21st Century Learning Systems

Haseen Akhtar; Asif Ali; Dr. Rao Mazhar Hussain; Khalid Mehmood

doi:10.63056/

Authors

Haseen Akhtar Ph.D. Department of Education, The Islamia university of Bahawalpur, Punjab, Pakistan Author
Asif Ali M.Phil. Education, Govt. High School Bair Wala, School Education Department, Bahawalnagar, Punjab, Pakistan Author
Dr. Rao Mazhar Hussain Additional Director, Quality Enhancement Cell. The Islamia University of Bahawalpur, Punjab, Pakistan Author
Khalid Mehmood Ph.D. Scholar, Department of Education, The Islamia University of Bahawalpur, Bahawalnagar Campus, Punjab, Pakistan Author

DOI:

https://doi.org/10.63056/

Keywords:

STEAM Education, Educational Innovation, Skill-Based Learning, Infrastructure Issues, Environmental Education, Teacher Professional Development, Educational Equity, Pakistan Education System.

Abstract

This review is a multifactor analysis of the challenges and innovations encountered in the education system of Pakistan which includes early childhood education, skill-based education, STEAM, integration, educational infrastructure and environmental sustainability. This paper is based on 52 studies carried out between 2024 and 2025 as latest studies and is aimed at analyzing such critical issues as teacher shortages, lack of infrastructure in religious seminaries (madaris), digital transformation of learning conditions, gender equity in education, and the integration of environmental awareness into the curriculum. The review identifies the new trends in innovation such as teacher-led micro-edtech economies, artificial intelligence in school administration, or grassroots entrepreneurial ecosystems. Based on comparative studies in South Asian settings, the paper determines systemic obstacles, policy implementation failures, and effective interventions that promote educational quality and accessibility. The results highlight the necessity to have combined frameworks that can align between the traditional and modern education paradigm and tackle the socio-environmental issues.