Emerging Trends in Curriculum Development and Evaluation in Pakistan at Higher Education Level: A Current Perspective of 21st Century

Abstract

This study provides a current perspective on emerging trends in curriculum development and evaluation in Pakistan. Adopting an interpretivist paradigm and a qualitative research approach, semi-structured interviews were conducted with 21 teacher educators from six government universities in the Punjab province, and thematic analysis was employed to analyze the data. The study found a growing interest in skills-based learning and the use of technology to enhance teaching and learning. However, there are challenges to effective implementation, including limited access to technology and inadequate teacher training. The study also identified a need for more nuanced and context-specific methods of evaluating curriculum effectiveness in Pakistan. Based on the findings, recommendations are provided to enhance the quality and relevance of education in Pakistan, including incorporating skills-based learning, providing access to technology, enhancing teacher training, developing context-specific evaluation methods, encouraging collaboration and sharing of best practices, and supporting research and innovation. These recommendations aim to ensure that the education system is preparing students for the challenges of the 21st century and improving the quality of education in Pakistan.