Abstract

The transgender community in Pakistan faces severe discrimination, marginalization, and a lack of social inclusion in various aspects of life, particularly in education and employment. This study aims to explore the educational experiences of transgender persons, focusing on family support, treatment at academic institutions, and their employment journeys. Employing a phenomenological qualitative research approach, twelve in-depth interviews with transgender persons were conducted using the snowball sampling. Data were explicated using an inductive thematic analysis. The findings highlight five key themes: 1) Behavior of classmates towards transgender students, 2) Behavior of teachers, 3) Family and community support in education, 4) Employment challenges, and 5) Transgender persons ' perceptions of education. Transgender persons often face humiliation, exclusion, and abuse in educational settings, which significantly hinders their right to education and contributes to unemployment. In 2015, the 2030 Agenda for Sustainable Development was embraced by 193 nations, encompassing 17 Sustainable Development Goals (SDGs). This study calls for urgent policy interventions in the education sector to create a more inclusive environment, aligning with SDG Goal 4 (quality education) and Goal 5 (gender equality). Keywords: Transgender persons, Education, SDGs, Gender equality, Employment, Discrimination