Advancing SDG 3 and SDG 4: Integrating Academic and Psychological Determinants of Educational Quality and Student Well-Being in Pakistan’s Private Universities

Abstract

This study investigates how academic and institutional factors jointly influence students’ perceived quality of education and mental health in Pakistan’s private higher education context, thereby advancing the objectives of the Sustainable Development Goals (SDGs) 3 and 4. Grounded in Self-Determination Theory (SDT), the research explores the complex interplay between teaching quality, curriculum relevance, learning resources, academic workload, financial strain, and social support. It incorporates the mediating effects of academic engagement and academic burnout, as well as the moderating roles of digital well-being and psychological resilience. Using a quantitative, cross-sectional design, data were collected from 1,000 undergraduate and postgraduate students across ILMA University, Iqra University, IoBM, Salim Habib University, and SZABIST. Stratified random sampling was used to ensure institutional representativeness. Data analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0 revealed that teaching quality, curriculum relevance, and social support significantly enhance educational quality and mental health. At the same time, excessive workload and financial pressure contribute to academic burnout and psychological strain. The findings validate SDT’s premise that autonomy-, competence-, and relatedness-supportive environments foster motivation, learning satisfaction, and well-being. This study provides original evidence on the link between academic processes and mental health in developing-country private universities. It offers actionable guidance to educational policymakers and administrators to strengthen pedagogical quality, balance workloads, and advance digital well-being initiatives for holistic student development.