EXAMINING THE RELATIONSHIP BETWEEN CRITICAL PEDAGOGY, INTERDISCIPLINARY LEARNING, AND STUDENT SATISFACTION IN HIGHER EDUCATION INSTITUTIONS OF SINDH, PAKISTAN

Abstract

This study aims to explore the correlation between two postmodern educational approaches critical pedagogy and the interdisciplinary learning approach and students’ satisfaction at the higher education level in universities of Sindh, Pakistan. A quantitative correlational research design was used in this study and data were collected from 150 students enrolled in education departments of four universities. The study intended to examine whether these students understand and respond positively to the implementation of these approaches in their learning experience. Data were analyzed using SPSS v27, Spearman’s rank-order correlation test. The findings show a moderate, positive, and statistically significant correlation between both educational approaches and students’ satisfaction. Students both male and female reported greater satisfaction when critical pedagogy and interdisciplinary methods were integrated into the teaching and learning process. The study suggests that applying these approaches can enhance student motivation, engagement, and participation, ultimately improving student satisfaction. Furthermore, it concludes that increased student satisfaction contributes to better quality education and academic performance. The study also recommends further implementation and exploration of other postmodern educational approaches in higher education.