Unveiling the path to sustainable
online learning: addressing
challenges and proposing solutions
in Pakistan
Razia Fakir Mohammad and Preeta Hinduja
Department of Education, IQRA University, Karachi, Pakistan, and
Sohni Siddiqui
Department of Educational Psychology, Technical University of Berlin,
Berlin, Germany
Abstract
Purpose –The pandemic’s health and social issues have significantly altered the character and manner of
teaching and learning in higher education across the country. The use of technology to replace or integrate face-
to-face learning with online learning has become a necessary requirement for promoting and continuing
learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to
make teaching and learning more innovative and sophisticated. This paper is based on a systematic review
grounded in a synthesis of research papers and documents analyzing the current status of teachers’pedagogy
through online learning modes in the context of Pakistan.
Design/methodology/approach –Through content analyses of academic studies in higher education and
reflection on the online teaching experiences, this study discusses how students’learning is associated with
teachers’teaching approaches in the modern era of digitalization and innovation.
Findings –The review and analysis suggest that online teaching is not viewed as an innovative phenomenon;
rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology.
The paper suggests that transforming teachers’pedagogical insight to make online learning sustainable is an
urgent need for higher education.
Originality/value –The analysis provides a basis for consideration of teacher learning and quality education
(SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and
administrators in higher education institutions reflect on their policies and practices that have short- and long-
term effects on students’learning outcomes.
Keywords Digitalization, Issues of teachers, Teaching strategies, Pakistan, Higher education, SDG 4
Paper type Literature review
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© Razia Fakir Mohammad, Preeta Hinduja and Sohni Siddiqui. Published by Emerald Publishing
Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone
may reproduce, distribute, translate and create derivative works of this article (for both commercial and
non-commercial purposes), subject to full attribution to the original publication and authors. The full
terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
The researchers acknowledge the support from the German Research Foundation and the Open
Access Publication Fund of TU Berlin.
Funding: This research received no external funding.
Data availability statement: No new data were created or analyzed in this study. Data sharing is not
applicable to this article.
Conflicts of interest: The authors declare no conflict of interest.
Registered protocol: The study was registered at OSF Registries with DOI: https://doi.org/10.17605/
OSF.IO/94B8H
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0951-354X.htm
Received 8 July 2023
Revised 27 September 2023
Accepted 14 November 2023
International Journal of
Educational Management
Vol. 38 No. 1, 2024
pp. 136-157
Emerald Publishing Limited
0951-354X
DOI 10.1108/IJEM-07-2023-0334
1. Introduction
In Pakistan, roughly 31% of young people are unemployed right now, and many of them hold
professional degrees (Tribune, 2022). Lack of opportunities and a weak job system can be
problems contributing to this issue (Falak, 2021). However, a lack of profound and high-order
thinking skills to fulfill employment requirements and a lack of self-efficacy are some of the
main challenges identified that also reflect on the kind of education the youth have been
receiving and whether it leads to a quality of life that is economically sustainable (Rab
et al., 2019).
The research indicates that university students experience varying levels of anxiety,
ranging from normal to mild and severe (Anjum and Godil, 2019;Iorga et al., 2018;Mallhi
et al., 2022). Student’s failures and fears of traditionally rooted examinations and lack of
success in meeting family expectations result in their low self-esteem (Anjum and Godil,
2019). The challenges are exacerbated by parents’growing concerns about their children’s
social isolation, intolerance and aggressive behavior (Imran et al., 2020;Siddiqui et al., 2021).
In addition, the recent pandemic issues of increased youth unemployment (Tribune, 2022)
and the extent of students’stress all point to the need for a new perspective on the role of
education in general and teacher pedagogy in particular (Mallhi et al., 2022;Ning
et al., 2020).
Recent literature has recognized online learning as an alternate practice in the 21st century
due to its easy access, flexibility of learning space, management of learning time, regulation of
self-learning agendas (Abdul, 2020) and habits and sharpening of communication skills
(Ratheeswari, 2018). Furthermore, our experiences and observations suggest that online
learning enables students to discover new material by browsing digital libraries and websites
and participating in the global dissemination and exchange of information and knowledge.
Students have control over how much time they spend, what they study and how they learn.
Students also return to difficult topics until they are secure in their comprehension, allowing
them to build problem-solving abilities, rationalize their decisions and take responsibility of
their learning path (Mohammad and Kamran, 2023).
However, analysis of many studies at the national level shows limitations of online
pedagogy in supporting learners intellectual, social and emotional skills and ethical
wellbeinginhighereducation(Abbasi et al., 2020;Adnan and Uddin, 2021;Aqdas et al.,
2023;Iqbal et al.,2022;Mukhtar et al., 2020;Ullah et al., 2021). Students perceived decline in
communication when shifted to online teaching and learning (Abbasi et al., 2020;Adnan
and Anwar, 2020;Aqdas et al., 2023), motivation issues (Adnan and Uddin, 2021;Aqdas
et al.,2023;Akram et al., 2021), feeling of boredom (Iqbal et al., 2022), handling emotional
and behavioral problems (Mukhtar et al.,2020;Shahzad et al., 2020), insensitive attitude,
lacking sympathy and empathy (Aqdas et al.,2023), could potentially inhibit students’
learning. In accordance with many studies, some universities in Punjab province have
reported better experiences by offering student-focused learning environments that
support pupils’intellectual development (Abdullah and Mirza, 2020;Shahzad et al., 2020).
Contrary to the Punjab, where students mentioned the continuation of learning and
satisfaction with digital pedagogy, in Sindh province, faculty are still inclined to traditional
modes that negatively affect intended growth and well-being (Akram et al., 2021;Asad et al.,
2021). A huge communication gap, improper assessment, low-quality feedback and less
teacher–pupil interaction and student engagement were prominent issues (Akram et al.,
2021;Tabassum et al., 2022).
Global research indicated similar issues, such as a lack of student engagement and
insufficient feedback to boost learner motivation, and proposed that teachers employ
more interactive materials while teaching online (Ferri et al., 2020). Several studies (Sobko
et al., 2020;Thaheem et al.,2022) identified comparable difficulties in generating a feeling
of community and assuring students’interest in learning. Teachers struggle to create a
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137
sense of community, and they confront difficulties in keeping pupils motivated in distant
learning. Perhaps, the concerns and difficulties arise as a result of the abrupt transition to
address the issues of continuity in education during the pandemic (Siddiqui et al.,2023).
The change in teaching mode primarily help students acquired knowledge in a manner
similar to face-to-face learning in higher education and appeared unable to assist students
in processing learning that balances the development of time, self-learning skills and
collaborative and communication skills, all of which are unquestionably owned by each
student (Mohammad and Kamran, 2023;Wargadinata et al.,2020).
The overarching question is what role does the higher education play in meeting the
demands of the twenty-first century by providing a collaborative, safe, meaningful, and
relevant teaching pedagogy? Especially, in this age, when the educational structure is
undergoing profound change as a result of rapid growth in digital education, the ultimate
goal of higher education is to assist students in developing the necessary knowledge, skills
and attitudes to live a fulfilling life in their respective societies. With this theoretical stance,
teachers’methodologies must emphasize the process of knowledge construction through
investigation, argumentation, communication and problem-solving skills (Engel et al., 2023).
Hence, the pedagogy that fosters long-lasting outcomes such as problem-solving skills and
innovation will not only address the issues of employability but also improve the graduates’
role as responsible and engaged citizens.
The systematic review, as adapted in this study, discusses what pedagogical decisions and
methods can enrich the utility of online learning modes, which in turn provide students with
skills and behaviors to accomplish their living goals in the current era and beyond. By adapting
innovative pedagogy and teaching methodologies, we can prepare graduates to be competent,
adaptable and successful professionals. Hence, the focus of this paper is on defining the
pedagogical techniques required in the digital age, where graduates perceive learning as a
dynamic and engaging process and are capable of acquiring the skills and behaviors required.
This paper focuses on the fundamental question: What pedagogy is required for online
learning to be sustainable?
2. Methodology and materials
A systematic review of published materials followedthePreferredReportingItemsfor
Systematic Reviews and Meta-Analyses (PRISMA) flow diagram for stages of
identification, screening, eligibility and inclusion (refer to Figure 1). In addition, the first
author, who possesses over two decades of higher education experience, performed
document analysis on their personal diaries and portfolios. Through this document
Figure 1.
Search and retrieval
process
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analysis, the first author derived qualitative insights and integrated them into the
portfolios alongside the thematic findings generated during the systematic review process.
The documents included research papers and extracts from the authors’reflective entries in
their course portfolios.
Portfolio development, in the context of this study, was seen as a way of knowing and
the building block of teachers’epistemology, which forms their educational philosophies
and practices. Portfolios encourage teachers [professionals] to think more deeply about
their teaching and about subject matter content and to become more conscious of theories
and assumptions that guide their practices and philosophical stance (Zeichner and Wray,
2001, p. 614). This idea of a portfolio as a means to self-inquiry and learning from practices
originated in the notion that a portfolio is a (holistic) compilation of evidence that
demonstrates the acquisition, development and exercise of knowledge and skills in relation
to your work practice (Retallick and Groundwater-Smith, 1996,p.13).Sinceteachingisa
socially constructed phenomenon (Clandinin and Connelly, 1994;Lortie, 1975), and
teachers’reflection on practices (Schon, 1983) provides them with discoveries and
experiences that lead to alternative directions and activities, one of our data sources was
reflective entries to address the research question. The authors’involvement in self-inquiry,
various practices discussed in the literature and the implementation of interactive teaching
in the learning context helped them understand the reality of online teaching in the learning
context and its effectiveness. Hence, portfolios were used as a means to understand and
develop teaching through self-inquiry on rationalizing and justifying online teaching
practices.
This study was conducted over a period of six months while we were understanding and
practicing online teaching methods in classrooms. The focus of analysis was to understand
and translate theory into practice through the evidence gathered from self-reflexive
commentary. Reflection and analysis of the practices and relevant literature engaged us in
examining our own teaching and learning experiences, which further enhanced online
teaching capabilities and their outcomes.
2.1 Search strategy for systematic review
Regarding gaining the theoretical perspectives, the authors utilized renowned search engines
such as Google Scholar,Eric Data Base, Research Gate, Scopus and Web of Science to access the
research relevant to the focus of this study. These search engines are widely recognized for their
comprehensiveness and prestige, to look for articles published from January 2017 to January
2023. They employed the PRISMA (Moher et al., 2009) statement to present the search results
and selection procedure (refer to Figure 1). To ensure that all pertinent articles were included,
the researchers analyzed the first ten pages of each search using various keywords and
databases. Although they usually discovered relevant publications within the first three to four
pages, they continued to examine up to ten pages to ensure that they did not miss any studies.
Theoretically, in the National Policy on Education (GoP, 2017), the government of Pakistan
emphasis on pupils’intellectual, emotions, ethical and social growth to promote the quality of
life through education. Previous reviews reported pedagogical issues in higher education and
proposed some measures to help attain some of the focused areas prior to 2018 (Aslam et al.,
2012;Azam et al., 2014;Nabi et al., 2017). Therefore, the time selected was after the National
Educational Policy took initiatives to meet quality education mentioned in SDG4. Considering
that the study will start and continue in February 2023, it was decided to gather information
on the topic from the last 6 years and one month. This was done (from 2017–Jan 2023) based
on a selection of recent articles. As a result of the pandemic, the need of ICT in education
emerged in 2020. Researchers also examined research articles from 2019 onward to identify
additional challenges that occurred in higher education institutions (HEIs) during the crisis.
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The search was conducted using a combination of the following keywords: issues of
teachers, teaching strategies, Pakistan, higher education, online learning, challenges, SDG 4.
The search identified 289 articles for initial screening. After preliminary screening of the
selected articles by reading the abstracts and identifying the inclusion criteria, 131 articles
were selected by for full review. During screening, 158 research publications were rejected
because they were nonrelevant to the theme and information was beyond the scope of the
study (e.g. Inclusive education in higher education, K–12 setting, technical issues in ICT,
published in nonindexed journals, articles that did not address pedagogical concerns in
higher education, reviews, published before 2017). Three reviewers worked simultaneously to
reduce include bias and synthesis bias, the summary of review articles is provided in Table 1.
2.2 Inclusion criteria
Publications were considered if the following criteria were met.
(1) Empirical studies concerned with teachers’pedagogy in distance/online learning in
higher education in Pakistan published in peer-reviewed journals indexed with Web
of Science, Scopus, Eric and Higher Education Commission (HEC) Pakistan indexed
journal list were included. Conference abstracts, letters or theoretical reviews were
excluded (see flow chart, Figure 2).
(2) Studies investigating pupils’perspectives and challenges about distance learning
offered by HEIs after COVID-19 pandemic were included. However, institutions that
offer online education since their establishment are excluded.
(3) Experimental studies were considered that shed light on how teachers on traditional
and virtual platforms influence students’engagement and attainment of learning
goals set by the curriculum. However, studies dealing with cultural/economic
influences on pupils’motivation were excluded.
(4) Authors included comparative studies made in HEIs investigating pedagogical
variations (in different departments) in different provinces of Pakistan.
(5) Comparative studies (aiming to compare what pedagogical approaches are used to
promote Education for Sustainable Development (ESD).
(6) Predictive studies investigating the influence of teachers’coping strategies on
classroom management.
(7) Studies exploring teaching methods, least and most preferred (in different
disciplines) and how they are linked with 21st century learning in HEIs are included.
(8) Comparative studies (aiming to find out how ethics is focused in different nations’
curriculum) were added.
(9) Corelation studies focus relationship between teacher-pupils interaction and
motivation and SRL were included.
(10) Published work with primary data was focused and, works with secondary data and
meta-analysis were excluded.
(11) The age of study participants was not restricted and all papers were selected and
discussed according to age groups.
(12) Unpublished papers or preprints were excluded.
(13) Only articles in English were considered.
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Authors Purpose Participants Teacher–pupil interaction Impact on learning
1Iqbal et al.
(2022)
To assess perspective
about online classes after
the pandemic
707 students from various disciplines
(social sciences, health sciences,
engineering and technology, business,
commerce, arts and humanities
436 undergraduates (e.g. BA, BSc). 200
Graduate (e.g. MA, M.Sc., BS Hons). 71
Postgraduate (e.g. MPhil., PhD) in Sindh
Traditional noninteractive
lecture-based pedagogy is
used
Assessment techniques is
limited to individualized
assignments
Students showed dissatisfaction. Negative
impacts include: lack of teacher–pupil
interaction, student–student interaction,
interpersonal and communication skills,
hands-on activities, boredom, feeling
overburdened with academic tasks and
responsibilities, an inappropriate physical
place and inability to grasp concepts and
objectives effectively
2Adnan and
Anwar (2020)
Investigating the
effectiveness of online
leaning amid pandemic
164 undergraduate and postgraduate
students with male and female ratio 1:2
filled out closed-ended questionnaire
Online lectures that were
less interactive and
students’engagement was
not guaranteed
Students’motivation to learn was
negatively affected by less interaction with
peers and teachers
3Ullah et al.
(2021)
Identifying the challenges
of online education
during the pandemic
Simple random sampling, 550
questionnaire were filled by students
from different level of studies at Lahore
such as secondary, higher secondary,
undergraduation and graduation
Online fewer interactive
lectures
Most students at different levels of
education felt less comfortable taking
online classes, gaining self-confidence,
improving their learning skills and
socializing
4Thaheem et al.
(2022)
To compare leaning
outcomes achieved
through online teaching
in Indonesia and Pakistan
Mixed method study used quantitative
questionnaire data collection from 102
Indonesian teachers and 66 teachers
from Mehran University of Engineering
and Technology, Pakistan. Qualitative
semi-structured interviews were
conducted from 10 teachers 5 from each
country
Both countries’teachers
reported similar personal
and pedagogical challenges.
Also, they hardly ensure
students’engagement in
discussions, provide the
sense of community and
sustain their levels of
motivation
Both countries teachers reported that
online teaching could not achieve the goals
set for the class
(continued)
Table 1.
Summary of the
studies reviewed
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Authors Purpose Participants Teacher–pupil interaction Impact on learning
5Shahzad et al.
(2020)
Impact of Virtual
Teaching (VT) on ESL
Learners’Attitudes under
COVID-19 circumstances
An experimental approach was used to
check the influence. 100 participants
were postgraduate level students from
two universities in southern Punjab,
selected through convenience sampling
Teachers could maintain
pupils’retention and
motivation
In spite of this, it was
difficult to handle emotional
and behavioral problems
associated with learning on
a virtual platform, capture
and maintain pupils’
attention equally and cope
with individual differences
Apart from technical issues, virtual
teaching is welcomed by students during
the pandemic, they have observed new
happy experiences
6Akram et al.
(2021)
Challenges of teachers’
pedagogy during COVID-
19
A mixed method approach was used to
collect data from public sector teachers
in Karachi. 82 teachers recruited through
simple random sampling completed the
survey and 15 were interviewed
Inefficiency was reported in
relation to classroom
management, persistent
communication and
assessment. Indicators are
(Classroom management:
content delivery, student
engagement, time
management and
monitoring of students,
practical work;
Communication barrier:
insufficient feedback,
inappropriate online
discussion, less teacher–
pupil interaction; Difficulty
in assessment: teacher
incompetence)
Lower-motivation and lesser participation
was observed
(continued)
Table 1.
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Authors Purpose Participants Teacher–pupil interaction Impact on learning
7Abid et al.
(2021)
Explore pedagogy–
technology balance and
student engagement in
online learning
Qualitative semi-structured interview
from 11 faculty members teaching at
various universities
Teacher characteristics
(sensitivity, flexibility and
self-efficacy),
implementation of
differentiated instruction
and continuity of
instruction influence
teaching effectiveness
The faculty showed willingness to adopt an
online mode of teaching and learning,
despite the heavy workload and limited
resources as a source of stress. The faculty
showed a desire to participate in CPD that
supports online learning
8Qazi et al.
(2022)
Barriers and facilitators
to adoption of online
learning
Qualitative interviews were conducted
from academics, administrators and IT
members
In addition to other factors,
teachers’and students’
positive attitudes toward
e-learning and computer
literacy can better support
the adoption of e-learning
Continuity of learning is observed on an
online platform where teachers and
students are skilled and willing to learn
9Mukhtar et al.
(2020)
Advantages and
limitations of online
learning during COVID-
19, in health universities
Using a qualitative case study approach,
12 faculty members and 12 students
were interviewed at the University
College of Medicine and University
College of Dentistry, Lahore
Accessibility of teachers (i.e.
easy communication
between teacher and
student outside the
classroom)
However, student
participation was low
during online lectures,
students lose concentration
on ongoing lectures
In addition, discipline issues
(dealing with student
misbehavior during online)
and poor assessment were
potential limitations
Shift to self-directed learning, much focus
on theory, lack of lab/practical experience
(continued)
Table 1.
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Authors Purpose Participants Teacher–pupil interaction Impact on learning
10 Abbasi et al.
(2020)
Students’perceptions of
e-learning
Quantitative data (377 questionnaires
were completed; 37 males and 245
females) from a private medical college
called Liaquat College of Medicine and
Dentistry, Karachi,
Lack of interaction between
teacher and students
Students perceived learning as
unsatisfactory and less effective than face-
to-face teaching
11 Saeed et al.
(2023)
Experimental approach
to teaching clinical skills
on an online platform by
modifying Peyton’s
framework
Pre–post test was used to observe the
effect of the treatment (virtual
instructions) offered to students of Agha
Khan University, Karachi, Pakistan
Results report success in
teaching nine clinical skills
(including history and
examination skills)
Students were satisfied with their learning
experience
12 Adnan and
Uddin (2021)
Comparing the
effectiveness of online
learning (OL) during the
first and second waves of
COVID 19
200 students (59% female and 41%
male) from all provinces participated in
the study using convenience sampling.
(The largest sample was based in Punjab
and Capital Territory 55% (27%
Islamabad, 28% other cities of Punjab),
followed by Khyber Pkhtunkhwa (28%),
Kashmir (14%), Sindh (2%) and
Baluchistan (0.5%)
Students reported some
improvement in teaching
processes during the second
wave compared to the first
wave. However, despite
this, more than 30% of
students were dissatisfied
with the teaching process
Students (38%) cited lack of socialization in
class, lack of self-motivation (32.5%)
13 Tabassum et al.
(2022)
Evaluate assessment
techniques
550 students enrolled in public and
private universities in Lahore
Almost 40% of students are
given clear instructions to
understand assessment
topics
The majority felt that the
assessment questions were
quite complex to complete
within the time allotted and
that the results were
unreliable
Unreliability of online assessment results
has a negative impact on CGPA. Students
found it difficult to: attempt quizzes (about
50%), cope with the complexity of assigned
questions (about 50%), have insufficient
time to complete tasks (>50%)
(continued)
Table 1.
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Authors Purpose Participants Teacher–pupil interaction Impact on learning
14 Nousheen,and
Kalsoom (2022)
To assess the impact of
sustainable pedagogy on
the learning outcomes of
the course in the teacher
education program in the
online setting. The study
also compares the results
with the results achieved
when teaching with
lecture-based pedagogy
Using an experimental (pre–post test)
approach, sustainable pedagogy was
used as the instructional design in the
experimental group (n525), while the
lecture-based method was used in the
control group (n524)
Sustainability pedagogy
was used (e.g. case studies,
critical incidents,
discussions, debates and
problem-based teaching)
Students participating in the experimental
group analyzed problems related to
Pakistani society, culture, environment and
economic issues and made useful
suggestions on how to overcome them and
contribute to sustainable development
15 Aqdas et al.
(2023)
Impact of online learning
on student performance
Sixty students (20 male and 40 female) in
their fifth and sixth semesters (third
year) of the Bachelor of Studies in
English Language program at a public
sector university in Islamabad were
selected as participants
Authoritarian teaching,
huge communication gap,
teachers; insensitive
attitude toward students,
lack of empathy were
reported
Students have never experienced this lack
of interaction and authoritarian teaching in
a face-to-face setting. Pupils’mental health
is negatively affected
Source(s): Developed by authors
Table 1.
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145
3. Literature review
With the advent of technology, education institutes have experienced various outcomes and
issues. With the inclusion of digital technology into academic settings, there is a greater
expectation for teachers and educators to have digital literacy and be adept in using
technology, in addition to pedagogical insights and deeper subject knowledge. A variety of
study conducted during COVID-19, when online learning was adapted globally to ensure
continuity, demonstrates that students’online learning experiences had various outcomes
and problems (Mohammad and Shaheen, 2020). The research indicates that online learning is
productive when the teachers’pedagogies are embedded in deep learning (Mohammad and
Shaheen, 2020;Røe et al., 2022). Deep learning in this paper is viewed as active learning
approaches that allows students with opportunities to seek out valuable information and
make meaning out of it and share it with others (Allen and Tanner, 2005;Bernard et al., 2009;
McGreal, 2017), which in turn enhances both students’meaningful learning and their
attitudes toward education (Armbruster et al., 2009). Active learning challenges the
transmission style of pedagogy, which promotes primarily the retention and replication of
factual knowledge while providing little practical value or relevance to students (Børte et al.,
2023;Watermeyer et al., 2021). This paper argues that unless a student goes through deep
learning, every attempt at virtual and/or in-person teaching remain instrumental.
Within UNESCO’s emphasis on the Sustainable Development Goal (SDG 4), teaching
should promote values and skills among students that help them to become self-regulated
Full Text Articles Excluded with Reasons
(n=116)
•Reviews and Meta-Analysis (n= 12)
•Technical issues of ICT (23)
Repeated (n = 09)
•Covid -associated physical, mental health
and learning issues (10)
•Use of smart devices on health issues of
students (10)
•Teacher work-load issues (8)
•Theoretical Constructs (n= 12)
•ICT skills of teachers/students (15)
•Not referring to Pakistani higher
education (n= 07)
•Editorials/Dissertations (n= 3)
•Conference Papers (n =3)
•Pre prints (n= 2)
•Others (n = 02)
(n = 15)
(n = 131)
Note(s): For further details the Table 1 is attached
Source(s): Developed by authors
Figure 2.
Flow chart for
inclusion and exclusion
of studies
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learners and contribute positively to their individual lives as well as promoting social efficacy
(Hopkins, 2012;UNESCO, 2020). To achieve this, individual learners need to be engaged and
participate in their learning actively and interactively. The education research suggests that
learning through face to face or virtual mode becomes real and relevant to students when they
are participating in the academic tasks, rationalizing concepts, asking questions, discussing
their ideas with peers and teachers, receiving timely feedback and enjoying the entire process
(Fink, 2016) such engagement encourages learners to put forth the effort necessary to develop
their knowledge, skills and attitude.
According to SDG 4 (Michelsen and Adomssent, 2007;Hinduja et al., 2023), the role of
higher education is to engage students in deep learning experiences that emphasize
intellectual curiosity, honest inquiry, appreciation and developing individuals’capacities to
think rationally, initiate future plans, work in an interdisciplinary manner, see
interconnections and interdependencies, identify relationships, work with open-minded
thoughts, trans-cultural understanding and cooperation and demonstrate sympathy,
empathy and solidarity. The research suggests universities’role in furthering research
and innovation to promote individuals as intelligent and responsible citizens, both locally and
globally. Furthermore, pedagogical decisions and techniques, motivation and academic well-
being of faculty members are essential elements in achieving long-term learning results at all
levels of education.
3.1 Analysis of findings: pedagogical shift for sustainable online learning
This section discusses the teaching methodologies that nurture learners’active engagement
in their learning processes. The discussion on the activities, nurturing active learning, is a
systematic reflection on the document analysis and reflection on our work experiences (as
discussed in the methodology section). It is important to indicate that the author’s epistemic
stance was guided by the deep learning outcomes that were attempted through interactive
methodology while teaching online. The reflection on practices and the document analysis of
the literature could be seen as theory supported by practice. Some strategies that could
contribute to the achievement of deep learning capabilities are discussed below.
3.1.1 Opening discussions. Providing students with a view of the big picture that presents
the key concepts, expectations, and potential learning outcomes enables students with a
framework to plan and monitor their learning experiences (Khan and Abid, 2021;Røe et al.,
2022). When students know learning goals, instructional design and assessment methods,
Reflection from a course portfolio: example 1
I introduce course the course handbook as a living document. The course review involves them in
studying and comprehending what the course objectives are and/or should be. For example: Are the
course objectives consistent with the interests and learning goals of the students? Are the course’s
approach, content and assessment in line with their learning goals? Which skills can/do the students
bring to this course? What requires further review? I had first-hand experience with the course evaluation
procedure and assessment when I enrolled in a Kings College London courses on “curriculum design, and
assessment and feedback.”Through this fellowship program, I was able to see curriculum review as an
effort to better educate and enliven the curriculum and curriculum design as a process rather than a
finished product (as discussed in Pinar, 2006). My reflection on engaging students in open discussion
suggest that incorporating students in curriculum review is not only an effort to inform and enrich the
curriculum, but it also aids the students in three ways: (1) participating in codesigning the parameters of
the course in which they will be working; (2) learning about the process of learning and what it entails; and
(3) developing an appreciation for their own contribution to their learning process (ref: Mohammad,
Portfolio, 2022).
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they have a more coherent picture of what will be learned and how it will be learned and
assessed. They develop a sense of ownership and feel more confident about their learning
(Abid et al., 2021). To achieve this, teachers need to provide students with an outline of the
structure of their learning sessions. For example, identifying overall course expectations, a
course schedule, assessment expectations and success criteria and when and how a teacher
would provide feedback to the students are some ways of creating transparency in the
faculty–student relationship (Røe et al., 2022). Learning objectives and success criteria that
are shared and discussed with students begin to give them a framework to assess and discuss
their learning, i.e. what they have learned and where they are stuck (Mohammad, 2021). This
allows students to begin to take responsibility for their learning journeys, to understand what
they can do and to plan appropriate actions moving forward.
3.1.2 Interactive lectures. According to our findings, interactive lectures can be used by
teachers to bridge the gap between what students already know and the evolving structures
and new points in the subject matter (Abid et al., 2021;Ning et al., 2020). Our observations
show that interactive lectures differ from standard lectures (Mahmood, 2021;Huerta, 2007);
interactive lectures involve a variety of activities that encourage students’active engagement
and social contact with peers and tutors, such as.
(1) Assigning presession readings and generating discussions by incorporating their
reading reflection.
(2) Engaging students, individually and/or collaboratively in analyzing videos,
procedures, theories or most efficient practices observed their merits and demerits,
and their contextual relevance.
(3) Providing students with a question box to submit their concerns, questions, and
reflections on the topic/theory for discussion in the follow-up session.
(4) Including a question and answer session in the middle or at the end of the lecture.
Students are jolted out of their passive, limited positions by interactive lectures, which provide a
challenging and intellectually exciting learning environment (Abid et al.,2021;Huerta, 2007).
Teachers are also shifting from a subject-focused to a learning-focused approach to teaching, in
which learning is prioritized and students are expected to operate at a high level of thinking,
creativity, autonomy and responsibility (Khan et al.,2017;Nousheen and Kalsoom, 2022).
3.1.3 Collaborative tasks and dialogue. Project work, case analysis, problem-solving tasks
and scenarios are viewed as proactive mechanisms for assisting students in developing and
experiencing a variety of key skills, such as leadership skills, communication skills, social
skills, work ethic skills and personal responsibility, as well as the ability to appreciate
learning with and from one another (Nawaz and Mahmood, 2023;Ning et al., 2020;Nousheen
and Kalsoom, 2022). These are the essential skills to survive successfully in the 21st century
(Sellars et al., 2018), when students collaborate in groups, their self-confidence grows; they
Reflection from a course portfolio: example 2
I provided examples to analyze and provide viewpoints to invite their participation in the lecture. For
instance, in my course on classroom assessment, I provide students examples of both well- and poorly
constructed test items to spark discussion and assist them in formulating standards for creating effective
test items (SR and/or CR items). In order to comprehend what constitutes an “effective”feedback practice
in classrooms and its significance for scaffolding learning, stories and films are shared and analyzed
during the lectures (ref: Mohammad, Portfolio, 2022).
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become more adaptable and flexible. Working in collaborative tasks allows students to
observe their own and their peers’learning styles, change these styles to suit different tasks
and engage deeply with the subject matter (Gosling, 2014;Ning et al., 2020). These
characteristics foster an in-depth approach to learning. Researcher experiences and literature
indicate that students benefit from dialogic engagement and collaborative work, while
interacting online as well (Abid et al., 2021).
The teacher’s role is to observe and facilitate the discussion by asking probing and high-
order thinking questions. Through a social and cognitive process, this type of discussion
allows experiential learning. It improves critical thinking abilities, teamwork and self-
reflection (Abid et al., 2021;Røe et al., 2022).
3.1.4 Encouraging self-reflection. Research indicates that engaging students in self-
reflection on their learning nurtures their thinking and learning experiences (Holton and Clark,
2006). Learners’involvement in self-reflection on the activities and various practices could help
them understand the reality of their identity as learners, their learning difficulties, and their
own contribution to academic achievement (Fatima et al., 2022;Mohammad, 2021;Yasmin et al.,
2019). Understanding and analyzing learning through reflection is seen as: substantive rather
than technical; academic rather than administrative; analytical and appreciative rather than a
deficit-based learning approach in this regard. Researcher experience indicates that engaging
in reflection provides students with their feelings, experiences, and judgments as a learning
web for the journey of learning and unlearning to become an effective learner.
The paper suggests that a teacher must understand the significance of encouraging
learners to communicate to themselves through reflection. For instance, encouraging
students to reflect by asking, “What aspect of the discussion or session do you think was most
Reflection from a course portfolio: example 3
Although fractions are an important topic in mathematics, most teachers teach them by rote rather than
assisting their pupils’conceptual understanding. Student teachers in my course are working on
visualizing fractional operations using diagrams, language and modeling in groups. The discussion,
using various techniques, assists them in rationalizing the formal techniques underpinning fraction
addition, multiplication and division. In my perspective, engaging learners in lectures helps them improve
mathematical thinking, imagination and ownership of their study. They are also encouraged to do group
inquiry on topics such as how mathematical identities, algebraic expressions and equations originate as a
result of pattern-seeking (ref: Mohammad, Portfolio, 2022).
Reflection from a course portfolio: example 4
My conduct as a teacher instills emotional security and intellectual inspiration. I offer thorough written or
verbal feedback, highlighting the beneficial elements of their instruction, i.e. constructive criticism on
both successful work and work that needs further refinement. I provide timely feedback so that students
can use it to raise the caliber of their work. In addition, I encourage my students to confront and query my
formative feedback if they feel it is unclear or does not further their learning. While completing their
academic work, the students in my classes are willing to discuss their worries. Democratic learning is the
cornerstone of my profession, and teaching is my passion.
My students were very reflective when I provided them with timely and reflective feedback on their
presentations and/or assignments. They would also provide feedback to their colleagues, which in turn
would enhance their learning about the course work as well as develop a critical and constructive stance
of thinking. The feedback always started with strengths and further discussed areas for improvement
(ref: Mohammad, Portfolio, 2022).
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effective?”Why? How so? What did you learn and what did you not learn? And why is this so?
What specification(s) could I use to optimize your and my learning? Students feel more
connected to what they are learning this way. Connectivity to learning is essential for
students to examine their learning progress and requirements, as well as to produce a sense of
empowerment and ownership over their learning.
3.1.5 Integrating formative feed-back. Formative assessment is a powerful way to ensure
students’engagement and positive attitude toward learning on online platform (Fatima et al.,
2022;Røe et al., 2022). Every student needs that strong feeling that someone cares about and
understands him or her as a learner. As a result, formative assessment for learning focuses
not only on how teachers develop students’intellectual capacity but also on their emotional
strength (Akram et al., 2021;Fatima et al., 2022). Feedback activities also encourage students’
self-reflection on their learning and nurture their thinking and learning experiences (Holton
and Clark, 2006). For example, it is also helpful to know that feedback includes information
that allows students to close the gap between their current and desired performance (Røe
et al., 2022).
4. Making learning sustainable: discussion
Globally, there is agreement that deep learning entails empowering individuals and allowing
them to understand situations and matters intellectually, morally and critically (Tadesse
et al., 2023) in order for them to progress as people and professionals. At the heart of this
understanding is the need to develop learners’problem-solving, decision-making and creative
thinking skills so that they are capable of addressing intellectual, social and emotional
matters (within and outside their work places) rationally considering the cultural and
intercultural values and perspectives of the organizations and societies they live in. Our
analysis is that in the absence of reviving pedagogy, we will not be able to enable students to
survive and succeed in the 21st century. The real essence of active learning requires a shift in
teacher pedagogy in higher education. Online learning pedagogy must not view learners to
passively attend sessions on screen as well as complete traditionally designed course work
(Iqbal et al., 2022;Mohammad and Shaheen, 2020). The existing scenario indicates that online
learning is not conceptualized as a new phenomenon; rather, teachers view this as a quick
replacement mode for the nonavailability of face-to-face learning scenarios (Schleicher, 2020).
Perhaps the teachers’perspectives and practices of online teaching are limited. The provision
of logistic materials and resolving connectivity issues alone may not address the
effectiveness of online learning; teachers need skills and commitment to make a
pedagogical shift to make learning meaningful and relevant to their students’needs.
As a result, the emerging need for online learning is to prepare teachers through rigorous
training programs so that they can abandon traditional teaching methods (Adnan and
Anwar, 2020;Aqdas et al., 2023;Iqbal et al., 2022;Saqib et al., 2020;Shahzad et al., 2020;Ullah
et al., 2021) in favor of more interactive teaching strategies such as those discussed above and
others. Learning is not delivery; it requires the intellectual engagement of teachers and
students and should be visible in terms of learning outcomes, as previously discussed. In the
planning of online learning, it is necessary to model not only the content but also the different
interactions that occur in this process (Saeed et al., 2023). In fact, Bernard et al. (2009) have
found that interactions increase learning outcomes.
In order to achieve the efficacy of online teaching, today and tomorrow, holistic faculty
development programs on what learning is and how individuals learn best face to face or
from a distance are in high demand. Teachers must receive ongoing professional
development as well as institutional support in order to gain confidence, commitment and
motivation in understanding and implementing digital teaching, learning and better
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assessment practices in their classrooms (Abid et al., 2021;Nousheen and Kalsoom, 2022;
Ufua et al., 2021).
It is also important to recognize that in the context of this study, the university faculty
members were willing to theorize interactive learning strategies and their implications in the
real context of classrooms. They had support and space for planning, reflection and
discussion. The literature provides a paradigm for teacher learning that incorporates teacher
motivation, commitment and self-efficacy in giving meaningful learning to students
regardless of modality, face to face or online. Teachers’commitment is influential factors
predict effective online adaptation (Abid et al., 2021); the findings are similar in Nigerian
context (Ufua et al., 2021). The faculty positive mind set, willingness to adopt an online mode
of teaching and learning despite the huge workloads and restricted resources and desire to
participate in CDP affect their performance on digital pedagogy (Abid et al., 2021;Qazi et al.,
2022). Also, teacher self-efficacy is additional factors (Abid et al., 2021).
Our systematic review and reflection on experiences revealed that revitalizing teacher
pedagogy not only transforms learners’intellectual, moral and social growth but also
increases teacher motivation, commitment and effectiveness while they reflect on the
achievements obtained. Teachers’pedagogy is refreshed when they develop skills to design
active learning that is aligned with learning outcomes and the learning context, feel
comfortable sharing their own practices openly, reflect on the positive impact on students’
learning and have commitment and motivation for their professional development (Dallimore
et al., 2008;Thaheem et al., 2022).
It is suggested that pedagogical adaptations (i.e. providing prompts, focused discussions,
identifying misunderstandings, reaching consensus in discussions, summarizing the topics
and validating the understanding of the content via immediate and quick assessments and
feedbacks (Abid et al.,2021) can lead to knowledge construction, collaboration, problem-
solving skills and research and innovation. Our model suggests, teachers’pedagogy contribute
to teaching self-efficacy (Shah and Bhattarai, 2023). Teachers start to see themselves adequate
when they think they believe in instructional usefulness, practice theories in classroom that
directly or indirectly cater the needs of modern era (Yarim et al.,2022). Their experience of
Making Learning
Sustainable
•Open discussions
•Interactive lectures
•Collaborative tasks and
dialogues
•Encouraging Self-reflection
•Integrated formative feedback
Teachers’
Motivation
Teachers’
commitment
Teaching
Self-efficacy
Knowledge
Construction
Problem-Solving
skills
Innovation
and
Research
Collaboration
Source(s): Developed by authors
Figure 3.
Figure shows that
influence of teacher
pedagogy on students’
gain of knowledge and
skills that in turn
influence teachers’
efficacy, motivation
and commitment
Sustainable
online learning
151
making a difference in students’life and grow them useful member of the society, enhance
teacher motivation and commitment (Yarim et al.,2022)(seeFigure 3).
5. Conclusion
Although HEIs in Pakistan have taken initiatives to introduce online or blended modes of
learning to cope with the emergency and continue expectations of quality education (SDG4),
the online platform encounters many issues, among them teachers’pedagogy (Siddiqui et al.,
2023). Most teachers believe they fulfill their task by using conventional lecture-based
pedagogies. This leads to students’passive roles in the co-construction of knowledge,
nurturing curiosity, and emotional development (Akram et al., 2021;Asad et al., 2021;
Tabassum et al., 2022). Finally, it is critical to remember that what students do is more
important than what teachers do, and if students do not engage in distance learning, teachers
risk wasting their students’learning time and motivation (Adnan and Uddin, 2021;Aqdas
et al., 2023). This paper concludes that in order to promote active learning through digitalized
teaching, teachers at all levels must participate in freshening and refreshing teacher
education courses, whether face to face or online, to take a break from their routine practices
and engage in collaborative discourse about sharing best practices and addressing dilemmas.
The transformation of teaching and learning is not a one-time event. At the same time, our
institutions are also not designed for on-going professional learning (Ali et al., 2022;Cast
era
et al., 2020;Ning et al., 2020). In a place where teachers are not engaged in learning, how can
that inspire students to learn? (Cast
era et al., 2020;Ning et al., 2020) Changes are needed in
culture and practice that necessitate teachers observing other teachers, being observed by
others, and engaging in an informed and comprehensive debate about the quality and
effectiveness of their instruction. Moreover, the management School leaders and principals
are educated and supported (effective teacher learning cannot be easily undertaken in a
context that is unsupportive and lacks a teacher learning agenda (Turnbull et al., 2021).This
paper concludes that the revival of pedagogy does not evolve quickly and independently;
change will require a collaborative effort and a revolutionary stance and approach.
Concluding sustainability in learning resources we need: (1) revisiting the concept of online
teaching with a broad vision of meaningful learning and sustainable learning goals, (2)
ongoing teacher learning to gain pedagogical insights and make learning suitable, (3)
research on best practices for sustainable online learning.
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Further reading
Basar, Z.M., Mansor, A.N., Jamaludin, K.A. and Alias, B.S. (2021), “The effectiveness and challenges of
online learning for secondary school students–A case study”,Asian Journal of University
Education, Vol. 17 No. 3, pp. 119-129, doi: 10.24191/ajue.v17i3.14514.
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institusi pengajian tinggi selangor: E-learning among students of higher education institutions
in selangor”,Attarbawiy: Malaysian Online Journal of Education, Vol. 1 No. 1, pp. 74-82, doi: 10.
53840/attarbawiy.v1i1.121.
Corresponding author
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