Innovative technologies and their impact on achieving quality education (SDG 4)

Abstract

This study aims to explore how technology contributes to achieving SDG 4 education quality in Pakistani schools through equitable and inclusive educational practices. An investigation based on qualitative data from focus group discussions with 15 individual teachers in Pakistani high schools from Punjab was carried out. A self-administered survey was conducted to obtain data from school teachers. The study employed simple random sampling for participant selection, and data were analyzed through NVivo. Findings indicate that technology promotes equal access to education, inclusive practices for diverse learners, active and collaborative learning, and the reduction of sociocultural and linguistic barriers. However, infrastructural constraints, a lack of proper training for teachers, and low levels of engagement are some of the challenges. The importance of this study is that, in integrating technology, it has to be done in a manner that aligns with constructivism, sociocultural theory, and Universal Design for Learning for education to be inclusive, accessible, and of quality. Other recommendations for policymakers and educators concern investing in infrastructure, expanding teacher development programs, and developing and implementing equitable technology policies. This study focused exclusively on high schools within Pakistan. Additionally, this study is also limited by its reliance on a research framework deduced from previous foundations and literature. The novelty of this article lies in the fact that it addresses the gap in existing literature by exploring how technology contributes to achieving SDG 4 education quality in Pakistani schools through equitable and inclusive educational practices.