Paradigm Shift to Higher-Quality Education Base on the SDG: A Framework for Reforms in Teachereducation Programs

Purpose: This study aims to systematically analyze previous studies on teacher education reforms to facilitate a paradigm shift in Teacher Education, aligning with the mission of Bulacan State University to produce highly competent, ethical, and service-oriented professionals contributing to sustainable socio-economic growth and development. Theoretical reference: Grounded in Transformative Learning Theory, which posits that education should lead to profound changes in perspectives and practices through critical reflection, experiential learning, and transformative experiences. Method: The research utilized a qualitative method, specifically employing a systematic review of literature and content analysis techniques. The systematic literature review involved collating, reviewing, and assessing a body of literature using pre-specified and standardized techniques, while content analysis measured and evaluated the nature, meanings, and relationships of specific terms, themes, and concepts. Results and Conclusion: The results highlighted the necessity for developing an institutional culture within the teacher education program, including establishing norms, practices, and standards across various teacher education subjects, assessing activities, and continuously monitoring and supervising all activities, with corrective action against practices that violate prescribed norms and standards. The study's findings suggest that reforms in teacher education should focus on creating a robust institutional culture that upholds high standards and practices, enhancing the effectiveness of teacher education programs and better preparing educators to contribute to socio-economic development. Implications of research: This research provides a comprehensive framework for reforming teacher education programs by emphasizing the importance of institutional culture and transformative learning, offering valuable insights for Higher Education Institutions (HEIs) aiming to improve the quality of their teacher education programs and align them with broader socio-economic goals. Originality/value: The study offers valuable insights for HEIs aiming to improve the quality of their teacher education programs and align them with broader socio-economic goals, thereby contributing to sustainable socio-economic growth and development.