EXPLORING AI-POWERED SUSTAINABLE TEACHER EDUCATION IN PAKISTAN: EVIDENCE FROM B.ED. (HONS.) CURRICULUM ANALYSIS

Abstract

This study examined how well the B.Ed. (Hons.) curriculum in Pakistan prepares teachers for AI-powered and sustainable education. The core aim of the study was to determine whether the curriculum includes skills and knowledge related to artificial intelligence. It includes digital teaching methods, ethical use of technology, sustainability, inclusion, peace education, and future-ready teacher competencies. Within the interpretivist research paradigm, a qualitative approach was used through content analysis. Curriculum documents were evaluated using a content analysis checklist. Each checklist item evaluating the curriculum's respective elements was coded as fully present, partially present, or absent. The analysis showed that the curriculum does provide some foundational support for digital and sustainable teacher education.  The evaluated areas, such as ICT in education, computer literacy, teaching methods, classroom assessment, inclusive education, professional development, and teaching practice, are present. The study found that the curriculum largely lacks direct coverage of AI, including AI literacy, AI-supported assessment, learning analytics, ethical AI use, data privacy, algorithmic bias, and the responsible use of AI tools. Sustainability-related topics such as inclusion, equity, peace, social tolerance, environmental awareness, and lifelong learning were only partially addressed and inconsistently integrated across the curriculum.