Human Rights Education and Sustainable Development Goal 4: Highlighting intersections and synergies

Abstract

This study deeply delves into the intersections between Human Rights Education (HRE) and Sustainable Development Goal 4 (SDG 4), which promotes inclusive, equitable, and quality education for everyone. With a regional focus on the South Asian context of Pakistan, India, Bangladesh, and Afghanistan, the research utilises a convergent mixed-methods approach that triangulates quantitative survey responses with qualitative interviews and policy analyses. The goal is to assess the degree to which HRE supports the achievement of SDG 4 targets in various socio-political contexts. Quantitative data show a moderate but significant relationship (r = .42) between HRE integration and SDG 4 indicator progress, such as inclusive education access, gender equality, and the empowerment of human dignity. Qualitative findings also shed further light on how HRE promotes critical thinking, citizenship, and social justice consciousness, core elements of quality education as framed by SDG 4. Despite continuous challenges like political uncertainty, lack of resources and resistance from culture, research identifies considerable potential for HRE as a transformative instrument in promoting educational equity and sustainability. Policy loopholes and application disparities persist, but new best practices indicate that incorporating HRE into formal and non-formal education systems can consolidate efforts toward the attainment of SDG 4. This research provides a regionally informed view of how human rights values can guide and improve educational policies and practices, ultimately contributing to the global pledge for sustainable and inclusive education for all.