FROM SUSTAINABILITY VALUES TO PROGRAM IMPACT: A CURRICULUM-CENTERED FRAMEWORK FOR TVET REFORM

Abstract

This study investigates how sustainability values influence program effectiveness within Technical and Vocational Education and Training (TVET) institutions in Pakistan, with a specific focus on the mediating role of sustainability-oriented curriculum design and the moderating effect of contextual barriers. Grounded in Human Capital Theory, Education for Sustainable Development (ESD), and Institutional Theory, the research employed a quantitative, cross-sectional design and surveyed 120 TVET institutions across four major provinces. Structural equation modeling and moderated mediation analysis were used to test the hypothesized relationships. Findings reveal that institutional sustainability values are positively associated with TVET program effectiveness, particularly when mediated by curriculum reforms that integrate sustainability competencies. However, this relationship is significantly weakened by contextual challenges such as limited infrastructure, governance constraints, and resource disparities. Interestingly, the effects of sustainability-driven curriculum design on program outcomes were found to be relatively robust across varied institutional contexts. The study offers a nuanced understanding of how sustainability reforms in vocational education unfold through complex interactions between institutional commitment, pedagogical innovation, and environmental constraints. By empirically validating a mediated and moderated model, the research contributes to expanding theoretical frameworks for ESD and TVET in resource-constrained settings.