DIGITAL TRANSFORMATION IN PAKISTAN’S PUBLIC SCHOOLS: OPPORTUNITIES AND CHALLENGES FOR SDG-4

Abstract

This study investigates the opportunities and challenges of digital transformation in Pakistan's public schools within the framework of Sustainable Development Goal 4 (SDG-4). The research problem is that despite government initiatives, public schools in Pakistan lag behind in adopting effective digital learning systems due to persistent barriers such as inadequate internet access, a lack of teacher training, and insufficient maintenance of ICT equipment. The aim of the study was to investigate the opportunities and challenges of digital transformation with a focus on its potential role in achieving SDG-4.Employing a mixed-methods research design, the study integrated quantitative data from surveys of 450 participants (150 teachers and 300 students) and qualitative insights from semi-structured interviews with 15 headteachers and 5 policymakers in Punjab. The findings reveal a significant gap between the high enthusiasm for digital tools among teachers and students and the systemic barriers hindering their effective integration. A majority of teachers (65%) agree that they regularly use ICT tools for teaching, and an impressive 72% strongly agree that these tools boost student engagement. However, this positive perception is contrasted by severe infrastructural deficits. A staggering 50% of teachers reported that Learning Management Systems (LMS) are "Not Available". Additionally, 60% of both teachers and students cited slow or non-existent internet connectivity as a "Major Challenge". The high cost of personal digital devices was identified as the single most prominent barrier, with 75% of teachers and 82% of students considering it a "Major Challenge". Qualitative analysis corroborated these findings, with headteachers describing ICT resources as "showpieces" due to unreliable power and connectivity, and policymakers acknowledging "last-mile connectivity" and budget constraints as major barriers to implementation.The study concludes that for digital transformation to progress meaningfully, the focus must shift from small-scale initiatives and broad policies to targeted, localized, and well-funded strategies that directly address the infrastructure, training, and policy implementation gaps. The findings provide empirical evidence that the current approach is not sufficient to achieve the ambitious targets of SDG-4 for inclusive and equitable quality education.