The Cruciality of Paulo Freire's Critical Pedagogy in 4th Goal of Sustainability Development Goals (SDGs)

Abstract

This article investigates the crucial contribution of Paulo Freire’s critical pedagogy to the realization of the fourth goal of the United Nations Sustainable Development Goals (SDG 4), which aspires to guarantee inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. Freire’s pedagogy of dialogue, problem-posing, and critical consciousness challenges traditional “banking” models of education that reproduce passivity and inequality. Instead, it affirms education as a transformative and participatory process that enables learners to recognize structures of oppression, claim their agency, and engage in social transformation. Through qualitative method, this article underscores how Freire’s framework directly advances SDG 4 by redefining quality education as not merely the transmission of skills but as the cultivation of empowerment, equity, and democratic engagement. In contexts where poverty, exclusion, and systemic disparities hinder access to education, Freire’s pedagogy offers a praxis-oriented approach that unites literacy, critical reflection, and collective action. This article argues that embedding Freirean principles into educational policies and practices provides a robust pathway for achieving the aims of SDG 4. In conclusion, by linking education with social justice and human dignity, Freire’s model ensures that the pursuit of inclusive and equitable education becomes a genuine force for sustainable development.