Vol. 23 No. 6 (2026): Special Issue: Purpose-Driven Universities

Environmental sustainability and the role of higher education institutions (HEIs) in promoting sustainable practices have gained notable attention in recent years. HEIs are striving to engage students in sustainability efforts to change

Environmental sustainability and the role of higher education institutions (HEIs) in promoting sustainable practices have gained notable attention in recent years. HEIs are striving to engage students in sustainability efforts to change their perception and promote active involvement. Students are generally concerned about environmental sustainability but there are gaps in awareness. Therefore, the current study investigates the students' point of view regarding the institute’s environmental sustainability (Decarbonisation) plan and their role in making the campus more sustainable. A mixed method approach was used for students of education in a private institution in Karachi. Questionnaires were distributed among all the students on the campus through an online survey form to collect quantitative data which was filled by 47 students out of 65 students with the response rate of more than 70%. Additionally, a focus group discussion was scheduled with five representatives of M.Ed, MPhil and PhD cohorts at the campus to gather qualitative data. The quantitative and qualitative data were analysed using descriptive statistics and thematic analysis respectively. The data indicates that most students are aware of the environmental issues and have suggestions for improving their campus to align with the university's sustainability goals. However, despite the students' awareness, the findings also highlight a need for more knowledge among them regarding the current practices and commitments of the university towards the environment and net zero. Overall, while the university has taken significant steps towards sustainability by establishing a decarbonisation plan, the level of environmental consciousness among students and their understanding of their role as future educators in promoting sustainability remains unclear.

Purpose-driven learning has emerged as a transformative approach in higher education, aligning academic programs with societal needs and fostering social impact. This study examines how the Aga Khan University Institute for Educational

Purpose-driven learning has emerged as a transformative approach in higher education, aligning academic programs with societal needs and fostering social impact. This study examines how the Aga Khan University Institute for Educational Development (AKU-IED) implements purpose-driven learning in East Africa, addressing the challenges of resource-constrained environments. Using qualitative data, the study explores AKU-IED’s strategies for contributing to social impact through long-term educator empowerment, interdisciplinary collaboration, and strategic partnerships. The findings affirm existing literature on purpose-driven learning by demonstrating how experiential learning, critical thinking, and community engagement can drive educational and societal change. However, the study also extends the literature by providing new insights into how purpose-driven models can be adapted to address regional and national development goals, such as Tanzania’s Vision 2025. AKU-IED’s focus on producing highly skilled graduates capable of leading systemic change—rather than simply increasing enrollment—offers a novel perspective on higher education’s role in social development. Furthermore, the study highlights the importance of sustained professional development and context-specific mentorship in fostering leadership and social innovation in resource-constrained settings. These findings provide valuable lessons for other universities aiming to adopt purpose-driven learning models, particularly in developing regions. By aligning its educational mission with both global frameworks, such as the Sustainable Development Goals (SDGs), and local contexts, AKU-IED exemplifies how higher education can serve as a powerful catalyst for sustainable development and societal transformation.

This study investigates the integration of purpose-driven learning (PDL) into data analytics education to foster global competence, critical data literacy (CDL), and critical artificial intelligence literacy (CAIL). PDL emphasises

This study investigates the integration of purpose-driven learning (PDL) into data analytics education to foster global competence, critical data literacy (CDL), and critical artificial intelligence literacy (CAIL). PDL emphasises intrinsic motivation and aligns educational goals with societal issues, encouraging students to apply their knowledge to real-world challenges. The research engaged 65 undergraduate business students in purpose-driven assignments centred on the UN SDGs. The results indicate that PDL significantly enhanced students’ motivation, engagement, and understanding of global issues. Authentic learning was achieved as students applied technical skills to real-world challenges. The study also demonstrated substantial improvements in CDL and CAIL, empowering students to critically assess data and AI tools within ethical and societal contexts. Furthermore, PDL fostered a sense of global citizenship, equipping students with the skills and purpose needed to address complex global problems

This study addresses a common gap that frequently obstructs the learning experience for a seamless transition from theoretical knowledge to real-world applications to produce value for student learning experience journey. The lack of

This study addresses a common gap that frequently obstructs the learning experience for a seamless transition from theoretical knowledge to real-world applications to produce value for student learning experience journey. The lack of hands-on experience has a negative influence, hindering and demising their understanding of the dynamic demands in the engineering sector. A deliberate educational intervention was devised to study and produce a transforming tool to the mentioned gap through utilization of an integrated hackathon. The event served as an immersive educational agenda, incorporating lectures, group activities, and innovative tasks, all within specified and tight timelines. The hackathon, themed "Understanding the Purpose of Learning," is associated with Sustainable Development Goal 9 (SDG9), and participants are to produce economical solutions that have an impact on the user community. Two coaches from various nations were strategically appointed for cross-institutional engagement and knowledge exchange. Students were asked to design and execute their own projects, which served as a tremendous accelerator for their learning journey, allowing them to apply theoretical principles in real-world applications. The hackathon had a dramatic impact, as participants left with increased confidence in applying theoretical knowledge to real world projects. Participants' enthusiasm and ability in constructing projects from scratch have clearly increased, rising from 23% prior to the event to 85% thereafter. This demonstrates that organizing hackathons is one of the most successful ways to improve engineering education by emphasizing the critical relevance of hands-on experience. This effort not only improves students' practical skills but also establishes a long-term accelerator, cultivating engineering graduates who are well-prepared for industry difficulties.

Women scientists in low- and middle-income countries continue to face gender-based barriers in accessing higher education, research training, professional development, and leadership opportunities, underscoring the responsibility of higher

Women scientists in low- and middle-income countries continue to face gender-based barriers in accessing higher education, research training, professional development, and leadership opportunities, underscoring the responsibility of higher education institutions, particularly in the Global South, to actively support women’s leadership and mentorship. While online and asynchronous learning environments have expanded globally, limited evidence exists on how Sustainable Development Goals (SDGs)-focused pedagogy can be designed to support women scientists in these contexts. This study examines the collaborative development and evaluation of an online, asynchronous, self-paced SDG course implemented within a broader capacity-strengthening initiative. Using the ADDIE instructional design model and a multidisciplinary co-design process, we analyse how online pedagogical strategies and EdTech tools shaped learner engagement, knowledge acquisition, and perceived relevance. Mixed-methods evaluation included pre-/post-testing, learning analytics of discussion forums, and Student Evaluation of Teaching (SET). Results demonstrate a 9.6% knowledge increase (p<0.005), high engagement across eight discussion boards, and a 68.8% completion rate – substantially higher than typical online learning benchmarks. Findings contribute to scholarship on education for sustainable development by illustrating how gender-responsive, contextually grounded online design can enhance SDG learning and foster communities of practice among women scientists in the Global South.

While the literature has recognised the benefits of experiential learning in the field, there still exists a lack of a pragmatic implementation framework to ensure its effective implementation. This paper reports on the design and

While the literature has recognised the benefits of experiential learning in the field, there still exists a lack of a pragmatic implementation framework to ensure its effective implementation. This paper reports on the design and development of an experiential learning practical implementation project in a university. Using design-based research, the framework was developed and improved through two cycles of implementation over one year, involving academics and students from nine science and social science disciplines. Central to the framework are Impact Projects that leverage the three design elements of authenticity, structure, and agency. Data were drawn from academic (qualitative) interviews and reflections, supplemented by a student survey; these were analysed to develop the implementation framework. Based on staff insights, a three-stage framework was developed consisting of a) Conceptualisation of Impact Projects, b) Integration of Impact Projects into Curriculum, and c) Implementation of Impact Projects. Findings highlight the challenges faced during implementation and the strategies to tackle those challenges. The proposed framework highlights the importance of proper conceptualisation of the Impact Projects involving the partners, beneficiaries and academics to ensure alignment. The framework has expanded knowledge of implementing experiential learning in the field by offering more detailed, practical steps to ensure it achieves the intended learning outcomes.

The United Nations Sustainable Development Goals (SDGs) are a set of global goals that provide an agenda for sustainable growth and development across all sectors and disciplines. However, the contribution of academic institutions from the

The United Nations Sustainable Development Goals (SDGs) are a set of global goals that provide an agenda for sustainable growth and development across all sectors and disciplines. However, the contribution of academic institutions from the developing world towards the SDGs has not received adequate attention from the scientific community. A review of all the awarded grants in 2022 and 2023 at an international academic institution was conducted. The objectives outlined in the grant proposals were used to map the SDGs accordingly. A quantitative frequency analysis was conducted to tabulate the results. A total of 293 grants obtained in 2022 and 2023 were included in our study. The mapping revealed a predominantly health-related focus with SDG3 (80.9%, n=237) as the most commonly covered goal, followed by achieving gender equality (SDG5, 11.6%, n=34), promoting education (SDG4, 10.9%, n=32), and ending hunger (SDG2, 10.6%, n=31). This aligns with the institution’s original focus on the health sciences, with further expansion focusing on the social sciences, identifying both mandates as critical areas of need in the developing country context. A mean of 2.0 SDGs per grant, with 46% of grants covering more than one SDG. We report contributions from an academic institution’s research portfolio towards the SDGs, assess current trends, and identify future areas of focus. We highlight the importance of developing an SDG monitoring and evaluation framework for universities and present an actionable solution for institutions to track their progress towards achieving the SDGs. We also stress the importance of contextualising focus and prioritising goals in line with institutionally relevant aims.

This book review on Adam Moreno’s book titled Purpose-Driven Learning: Unlocking and Empowering Our Students’ Innate Passion for Learning aims to explore the intentional framework of Purpose-Driven Learning (PDL), which advocates that the

This book review on Adam Moreno’s book titled Purpose-Driven Learning: Unlocking and Empowering Our Students’ Innate Passion for Learning aims to explore the intentional framework of Purpose-Driven Learning (PDL), which advocates that the primary goal of education is to empower students’ innate drive to learn. This book review summarises and evaluates the book with the hope that it can help readership decide if this is a book readers would like to purchase that might prove beneficial for student learning. Based on a first-person narrative, a “connecting to my story” section in each chapter, the author explores strategies of inclusion, social-emotional learning (SEL) and self-assessment. This book review assesses the keys of PDL – the ten SEL skills which unlock and empower students’ passion for learning: Confidence, Enthusiasm, Focus, Creativity, Initiative, Dependability, Curiosity, Empathy, Resilience and Effort. Moreno’s book is significant as it challenges the purpose of formal education that it should not focus on content knowledge, cannot be demonstrated through standardised tests and is not reflected in grades. Formal education must serve to help students explore the innate drive to learn, discover the key skills needed to unlock their potential for growth, and empower them to embrace this passion for learning during and beyond their time in school and university. This book proves a worthy contribution in any educational context by sharing heartfelt stories, intriguing research and effective action steps. These guide on how PDL explored and utilised to intentionally unlock and empower one’s innate drive for authentic, holistic lifelong learning.