Socio-economic inclusive pedagogy for sustainable higher education in Pakistan
An intersectional perspective
Bibliographic Data
| ID | 21721135 |
|---|---|
| Authors | Abdul Basit Soomro (0000-0002-6820-7257, Sukkur IBA University), Sharik Zamir (0000-0003-0225-7128, Sukkur IBA University Department of Education, , Sukkur), Raja Bahar Khan Soomro (0000-0001-6309-5471, Sukkur IBA University Department of Education, , Sukkur), Zafarullah Sahito (0000-0002-8627-5480, Sukkur IBA University Department of Education, , Sukkur), Anna-Marie Pelser (0000-0001-8401-3893, North-West University Business School, Faculty of Economic and Management Sciences, , Potchefstroom) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-06-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-09-2025-1172 |
| OpenAlex | W7165789671 |
| Language | EN |
| References cited | 42 |
Purpose This study is inspired by the social justice theory which promotes equal provision of resources, opportunities and quality education for all students regardless of social or economic status and background. The purpose of this study is to explore the perceptions and practices of university teachers regarding socio-economic aspects of inclusive pedagogy and how it promotes sustainability in higher education in Pakistan. Design/methodology/approach The qualitative research approach with case study design has been used in this study. Purposive sampling technique was applied to select the sample of six university teachers of a public sector university, in rural context of Pakistan. The data obtained through the semi-structured interviews were verbatim, transcribed and analyzed thematically. Findings The findings of this study revealed that university teachers hold positive perceptions toward socio-economic inclusive pedagogy (SEIP) and believed that it is necessary to provide equal opportunities for all students. Furthermore, this study identified several inclusive pedagogic practices like critical pedagogy, digitally responsive pedagogy and remote inclusive pedagogy. This study also highlighted that teacher encounter several implementation challenges, that is, institutional and infrastructural incapacity, large class size, language barriers and digital divide. Practical implications The findings highlight the importance of integrating socio-economic inclusive pedagogical practices within higher education to address structural inequalities affecting students from disadvantaged backgrounds. This study provides practical insights for university teachers to adopt inclusive teaching strategies that accommodate socio-economic diversity in classrooms. At the institutional level, the findings suggest the need for professional development programs, inclusive curriculum design and student support mechanisms that promote equitable learning opportunities. This study also offers policy-relevant recommendations for strengthening inclusive higher education systems aligned with the objectives of SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), thereby contributing to the development of socially sustainable higher education environments. Originality/value This study contributes to the growing discourse on sustainability in higher education by introducing SEIP as a framework for promoting equitable and socially sustainable teaching practices. While previous studies have examined inclusive education broadly, limited research has explored how socio-economic inclusivity is understood and practiced by university teachers in developing country contexts. By providing qualitative insights from Pakistan, this study expands existing knowledge on inclusive pedagogy and highlights the role of teachers in advancing equitable and sustainable higher education systems
Curriculum · Disadvantaged · Higher education · Intersectionality · Nonprobability sampling · Qualitative research · Sustainability · Teacher education · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Sustainability in Higher Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |