Acceptability of Children Road Safety Education in Pakistan: A Mixed-Method Approach to Exploring Parents’ and Teachers’ Perspectives

Abstract

Citation: Nawaz, I.; Cuenen, A.; Wets, G.; Janssens, D. Acceptability of Children Road Safety Education in Pakistan: A Mixed-Method Approach to Exploring Parents' and Teachers' Perspectives. Societies 2025, 15, 18. Abstract: In Pakistan, implementing road safety education (RSE) initiatives is vital in tackling the concerning rates of road accidents. Since parents and teachers are crucial in moulding children's road safety behaviours, this study investigated the perspectives of parents and teachers regarding the acceptability of RSE programs in Pakistan. Using a mixed-methods approach, the research combines quantitative data from questionnaires (n = 63 teachers, n = 97 parents) with qualitative insights from interviews (five teachers, four parents). The study reveals significant gaps in RSE implementation across educational levels (i.e., primary, secondary, and high school), with not even half of the teachers reporting dedicated RSE programs in their curriculum, majorly in secondary and high schools. Both parents and teachers express dissatisfaction with current RSE effectiveness, highlighting a critical need for improvement. Key barriers to RSE implementation include cultural norms, inadequate infrastructure, and limited teacher training. However, the study also identifies a strong interest from parents and teachers in participating in effective RSE programs. Parents favour a mixed approach to RSE delivery, combining online and physical formats, and prefer short, frequent sessions for their children. The research underscores the need for a multidimensional RSE approach, addressing educational content, societal perceptions, and infrastructure improvements. These findings provide valuable insights for policymakers and educators to enhance RSE and improve children's road safety knowledge in Pakistan.