Leveling the playing field: the role of education in reducing socioeconomic inequality - a qualitative case study from Punjab, Pakistan

Purpose This study aims to examine the perceptions of students and teachers regarding the role of education in promoting social and economic mobility among students from lower socioeconomic backgrounds in Pakistan. It also aims to uncover key barriers and opportunities within the education system that influence students’ academic achievement and prospects for upward mobility. Design/methodology/approach A qualitative case study design was used, involving semi-structured interviews with 12 students and 12 teachers from public and private secondary schools in Punjab, Pakistan. Participants were purposively selected to capture diverse socioeconomic and institutional perspectives. Thematic analysis was used to interpret the data and extract key patterns related to educational inequality and mobility. Findings The findings affirm prior research highlighting education as a critical instrument for breaking cycles of poverty and advancing social mobility. Students recognized education as a means of economic empowerment, yet reported barriers such as inadequate infrastructure, financial hardship and social stigma. Teachers echoed these concerns and emphasized the importance of emotional support, inclusive practices and systemic reforms. The study contributes to a growing body of literature that advocates for educational equity by revealing how localized challenges intersect with global trends in access and opportunity. Originality/value By centering voices from both students and educators, this study provides contextualized insights into how education systems in developing countries can either perpetuate or mitigate social inequality. The findings offer actionable recommendations for policymakers and practitioners seeking to improve learning equity and educational outcomes for marginalized populations, with implications for curriculum design, teacher training and resource allocation.