Stakeholders’ Perspectives on Higher Education Quality Assurance Policies: Exploring Vision, Governance, and Teaching Practices in Advancing SDG-4 in Pakistan
DOI:
https://doi.org/10.55737/tk/v5i1.51161Keywords:
Quality Assurance, Higher Education, SDG-4, Governance, PakistanAbstract
The study aimed to delve into the views of different stakeholders on the quality assurance (QA) policies in the context of Sustainable Development Goals (SDG-4) in Pakistan. The study reviewed the institutional vision, mission, and strategic planning for equitable access to tertiary education, the governance, leadership, and organizational structures that fostered equitable quality education, and the teaching and learning approaches that provided equitable quality learning experiences. A qualitative phenomenological approach was used, and data were gathered through semi-structured interviews and document analysis with the university administration, faculty members, Quality Enhancement Cell (QEC) officials, and policy makers of selected universities in Pakistan. Thematic analysis was used to analyze the collected data. The findings showed that institutions started to engage with SDG-4 via inclusive policies, involving stakeholders, integrating SDG-4 into curriculum, and using student-centered approaches in teaching. But quality assurance mechanisms in higher education institutions were not effective due to various challenges, including limited resources and policy inconsistencies.
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