SOCIAL WORK AND SOCIOLOGY EDUCATION IN ADVANCING SUSTAINABLE DEVELOPMENT GOALS (SDGS): A PROVINCIAL PERSPECTIVE FROM BALOCHISTAN

Abstract

Both Social Work and Sociology education play a transformative role in promoting the Sustainable Development Goals (SDGs) by fostering social awareness, inclusion, and community empowerment. In Balochistan, however, these disciplines face significant structural and institutional challenges that limit their contribution to sustainable development. The problem lies in the weak integration of SDG principles—such as quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), and peace, justice, and strong institutions (SDG 16)—into academic curricula, teaching practices, and fieldwork. Consequently, graduates of social sciences often lack the applied knowledge and research capacity to address local development challenges effectively. The purpose of this study is to examine how Social Work and Sociology education in Balochistan contribute to the achievement of the SDGs and to identify gaps that hinder their alignment with sustainable development priorities. It also seeks to develop recommendations for curriculum reform and institutional strengthening to bridge theory and practice. A qualitative methodology was employed, including curriculum analysis, interviews with faculty and policymakers, and focus group discussions with students from universities in Quetta, Turbat, and Khuzdar. Thematic analysis was used to explore how SDG-related themes are incorporated into academic programs and professional training. The results indicate that while educators recognize the importance of sustainability and social justice, the integration of SDG-focused content remains limited. Both disciplines suffer from outdated syllabi, insufficient field exposure, and weak collaboration with government and development organizations. In conclusion, aligning Social Work and Sociology education with the SDGs can strengthen their societal relevance. By reforming curricula, enhancing faculty capacities, and promoting research on local development issues, Balochistan’s universities can nurture professionals capable of driving inclusive, equitable, and sustainable social change.