Exploring the Role of Teachers in Promoting SDG 4: Quality Education and Lifelong Learning in the Classroom

Abstract

This study explores the role of prospective teachers in promoting Sustainable Development Goal 4 (SDG4) focused on quality education and lifelong learning in classrooms. The objective was to understand how teachers, as key actors, can foster inclusive, equitable, and quality education through their pedagogical practices. A qualitative phenomenological approach was employed, utilizing semi-structured interviews with 09 prospective teachers enrolled in teacher education programs at universities in Karachi, Pakistan. The data collection involved open-ended questions and interview probes to gain in-depth insights. Findings indicated that prospective teachers recognize the importance of promoting quality education in terms of sustainable development goal no 4s. Active learning methods, technology integration, and continuous professional development were highlighted as essential strategies for promoting SDG4. However, challenges such as large class sizes, limited resources, and differing student abilities were identified. The study recommends investment in teacher training, resource allocation, and policy changes to overcome these barriers and support the achievement of SDG4.