TRANSFORMATIVE PEDAGOGIES: NAVIGATING THE EDUCATIONAL FRONTIER IN PAKISTAN THROUGH OUTCOME-BASED EDUCATION

Abstract

This research explores transformative pedagogies in Pakistan's educational system, focusing on Outcome-Based Education (OBE) as a framework. The country grapples with adapting its education to meet 21st-century demands, necessitating innovative approaches. Transformative pedagogies, emphasizing contemporary perspectives and learner-centric methods, address limitations in traditional rote-learning. OBE, emphasizing clear learning outcomes, is central to this exploration, aiming to prepare graduates effectively. The study delves into OBE implementation, its impact on learner engagement, critical thinking, and adaptability in the Pakistani context. Challenges, including resource constraints and cultural expectations, are recognized, and opportunities, especially in technology integration, are identified. The research employs a multi-method approach, including interviews, observations, and document analysis, conducted over an academic year. Findings reveal variations in OBE implementation, a positive correlation between transformative pedagogies and learner engagement, and diverse impacts on students at different levels. Recommendations include a standardized OBE framework, faculty development, and technology integration. Future research directions focus on long-term impacts and the role of technology and community engagement. This study contributes essential insights for shaping a responsive educational system in Pakistan amid a changing global landscape.