Purpose-driven learning for social transformation: A case study of the Aga Khan University Institute for educational development

Purpose-driven learning (PDL) has emerged as a transformative approach in higher education, aligning academic programs with societal needs and fostering social impact. While conceptually rooted in experiential, transformative, and socially constructed theories of learning, PDL requires clearer operationalization particularly in resource-constrained contexts. This study examines how the Aga Khan University Institute for Educational Development (AKU-IED) in East Africa implements PDL to address development challenges while advancing equity, sustainability, and ethical leadership. Using a qualitative design comprising interviews, focus groups, and document analysis, the study explores AKU-IED’s strategies for contributing to social transformation through educator empowerment, interdisciplinary curricula, and community engagement. The findings affirm existing literature by illustrating how experiential learning, critical reflection, and purpose-aligned pedagogy enable graduates to act as change agents. Importantly, the study also extends this literature by analysing how PDL intersects with sustainability education and national development frameworks, such as Tanzania’s Vision 2025. It reveals how AKU-IED operationalizes purpose not merely as institutional rhetoric but through concrete practices, including flexible access programs, long-term professional development, and context-specific mentorship. By focusing on quality and leadership impact rather than mass enrolment, AKU-IED offers a compelling model of higher education for social good. These findings offer transferable insights for institutions globally seeking to implement PDL in diverse and under-resourced settings.