ALIGNING PEDAGOGY WITH THE SDGs: EXPLORING TEACHERS' USE OF LEARNING THEORIES TO PROMOTE QUALITY AND INCLUSIVE EDUCATION

Abstract

This study examines how teachers apply learning theories in their practice and the extent to which these practices align with United Nations Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education for all learners. This research explores theoretical approaches that enhance inclusion, participation and learning in varied learning environments. The design used quantitative analysis of teachers' lesson plans and classroom assignments, and qualitative information from semi-structured interviews and classroom observations of 60 elementary and high school teachers. Correlational analyses and thematic coding were used to examine the link between learning theories and student engagement and achievement outcomes. Results show that constructivist and socio-cultural theories were most prevalent in practice, facilitating collaboration, critical thinking and student-centered learning. Teachers were flexible in adapting to diverse learning needs and formative assessment; yet their theoretical knowledge of inclusive pedagogy and professional learning resources through their workplaces were lacking. The quantitative findings confirmed that theory-based instruction had a positive impact on student engagement and achievement. The paper argues that SDG 4 can be achieved by enhancing teachers' pedagogical skills, embedding inclusive pedagogies into pre-service and in-service teacher education, and creating cultures of support for reflective, theory-informed teaching.

Keywords: Constructivism, Inclusive education, Learning theories, Pedagogy, SDG 4, Teacher practice