The Role of Teacher Training in Achieving Inclusive and Equitable Quality Education (SDG 4)

Abstract

This research examines teacher training as an element of fostering inclusive and equitable education in Pakistan accordance with the SDG 4. The educational system in Pakistan remains under severe stress due to factors such as unqualified teachers and resource inadequacies. This study used qualitative methods of data collection in the form of interviews and focus group discussions and obtains insights from educators, policymakers, and other experts in urban and rural regions. Findings showed that current teacher training programs are not effective enough to meet the requirements of diversity and marginalization for all types of students, especially those with disability. It further says that there is fragmentation between the principle of inclusive teaching and differentiated instruction. Enhancing preservice and in-service training that focuses on inclusivity and sustaining ongoing professional development is recommended. Recommended reconsideration would go most of the way to bridge the gap in teacher academics to ensure equal educational access.