The pursuit of Sustainable Development Goal 4 (SDG 4) — Quality Education for All — underscores the critical role of lecturers in shaping equitable and inclusive learning environments within higher education. This study, titled “Enhancing Quality Education through Inclusive Teaching Practices: A Study on the Role of Lecturers in Promoting SDG 4 among University Students,” explores how educators integrate inclusivity, innovation, and accessibility into their pedagogical practices to ensure meaningful learning outcomes for diverse student populations. The research examines contemporary teaching strategies, digital innovations, and inclusive curriculum designs that promote active participation and address learning disparities across gender, socio-economic, and cultural backgrounds. By employing a mixed-method approach — combining qualitative interviews with lecturers and quantitative surveys from students — the study investigates the effectiveness of inclusive teaching models and the extent of institutional support for sustainable educational practices. Preliminary insights indicate that lecturers who adopt flexible instructional methods, technology-assisted learning, and culturally responsive pedagogy significantly enhance student engagement and academic success. Furthermore, the study aims to identify new advancements and research directions that can strengthen the link between higher education pedagogy and the broader objectives of SDG 4. The researchers in their research contributes to academic discourse on sustainable and equitable education, providing policy implications for universities and suggesting frameworks for lecturer development programs that foster inclusivity, innovation, and lifelong learning.