comparative lessons from Singapore Khan, Mehreen creator Ahmad, Mokbul M. Chairperson Pramanik, Malay Examination Committee Tsusaka, Takuji W. Examination Committee PMU-KPCIP Scholarship Donor text series technical report th Pathum Thani Asian Institute of Technology 2026 continuing eng

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194 leaves : ill.+ 1 online resource Sanitation and hygiene remain weakly integrated into secondary school education across many developing contexts, limiting their potential to improve student health and learning outcomes. Despite growing global attention, existing literature remains conceptually and empirically limited, framing sanitation and hygiene primarily as infrastructure or public health issues rather than as curriculum and pedagogical concerns, with insufficient attention to how these components are systematically embedded within formal secondary school curricula in developing countries like Pakistan. This study examined how sanitation and hygiene education is incorporated into the secondary school curriculum in Swat District, Khyber Pakhtunkhwa, Pakistan, drawing comparative insights from Singapore as a benchmark system. A mixed methods approach was employed, combining a structured teacher survey (n = 92), Key Informant Interviews (n = 10), curriculum and policy document analysis, and school observation. Quantitative data were analyzed using descriptive statistics and ordinary least squares (OLS) via SPSS and Power BI, while qualitative data were subjected to thematic analysis. The findings show that sanitation and hygiene are present in policy and textbooks to some extent but are not systematically integrated into teaching practice. Teacher preparedness emerged as the strongest predictor of sanitation and hygiene education outcomes (B = 0.375, p < .001), yet 71.7% of teachers received no related training in the past twelve months. The average student-to-toilet ratio was 84:1, exceeding the WHO/UNICEF recommended maximum by more than three times, and only 13.33% of schools had girl-friendly facilities, disproportionately affecting adolescent girls. In contrast, Singapore demonstrates a coherent system in which hygiene is embedded across subjects through a mandatory curriculum framework, reinforced through continuous professional teacher development and strong institutional accountability. The study concludes that improving sanitation and hygiene outcomes in schools requires alignment between curriculum design, teacher training, and infrastructure provision. Strengthening teacher capacity and embedding hygiene systematically across the curriculum are critical for achieving sustained behavior change and supporting Pakistan's progress toward SDG 4 (Quality Education) and SDG 6 (Clean Water and Sanitation). A thesis submitted in patial fulfillment of the requirements for the degree of Master of Science in Development Planning Management and Innovation Thesis (M. Sc.) - Asian Institute of Technology, 2026 School hygiene Pakistan Health education Pakistan Sanitation Study and teaching Pakistan Asian Institute of Technology. http://203.159.5.9/ait-thesis/detail.php?q=B24513 http://203.159.5.9/ait-thesis/detail.php?q=B24513 260619 20260818143613.0