Exploring the Prevalence and Implementation of Teaching Pedagogies Among University Educators: A Qualitative Inquiry

Abstract

This qualitative study explores the prevalence and implementation of pedagogical approaches among university educators in Karachi, Pakistan. Using semi-structured interviews with 12 educators from both public and private universities, the study investigates commonly employed teaching methods and the strategies used to implement them effectively. Thematic analysis revealed that while traditional lecturing remains prevalent (mentioned by 83% of participants), educators increasingly integrate collaborative learning, inquiry-based methods, and reflective practices into their teaching. Creative strategies such as project-based learning, the use of smartphones and internet-based tools, quick quizzes, and humor were also highlighted as tools for fostering student engagement. Despite varying familiarity with theoretical pedagogical terms, most educators intuitively apply principles from constructivist and student-centered models. The findings offer insight into the diverse, evolving practices shaping higher education classrooms in Pakistan and provide direction for teacher training, curriculum development, and educational policy.