Comparative Analysis between the Tertiary Curriculum of Pakistan and Finland with Regard to Gaps in Social Sciences Courses

Abstract

This study presents a comparative analysis of the tertiary-level social sciences curricula of Pakistan and Finland with a focus on identifying curricular, methodological, and institutional gaps influencing critical thinking, research capacity, and digital ethics education. The research investigates how Finland’s decentralized and phenomenon-based learning model contrasts with Pakistan’s centralized and standardized Higher Education Commission framework. Employing a convergent parallel mixed-methods design, the study collected quantitative and qualitative data from faculty members, curriculum specialists, and policy experts from both countries. Findings reveal three major gaps within Pakistan’s tertiary social sciences system: limited institutional autonomy, excessive reliance on rote learning and summative assessment, and inadequate integration of digital ethics within curricula. In contrast, Finland’s model emphasizes interdisciplinary learning, formative assessment, transversal competencies, and research-oriented teaching practices that foster higher-order cognitive skills. The study further highlights how the “Post-Generative AI” era requires universities to redesign curricula to address algorithmic ethics, critical inquiry, and global citizenship. The research concludes by proposing an integrated reform model for Pakistan that promotes curriculum flexibility, project-based learning, and embedded digital ethics to align tertiary education with contemporary global educational standards and societal needs.