Abstract
The Single National Curriculum (SNC) of Pakistan, introduced in 2020, represents a transformative initiative aimed at standardizing educational content and reducing disparities across public, private, and religious schools. This study examines the SNC's alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4, which emphasizes inclusive, equitable, and quality education. While the SNC aspires to provide equitable learning opportunities and foster a cohesive educational framework, its implementation has encountered significant challenges. These include navigating Pakistan's socio-cultural diversity, addressing infrastructure disparities, and equipping educators to deliver competency-based education effectively. Despite its potential to bridge educational inequities and enhance national identity, the SNC's reliance on rote learning and limited contextual adaptability hinders its alignment with global educational priorities such as critical thinking, creativity, and sustainability. This analysis highlights the need for reforms in teacher training, pedagogical practices, and assessment mechanisms to ensure the SNC fulfills its promise of equitable and quality education, contributing meaningfully to Pakistan’s progress toward achieving SDG 4.