Higher Education Institutions (HEIs) have been increasingly motivated by the need to provide 
quality and sustainable education, which has led them to adopt innovative pedagogies for 
teaching and learning, aiming to increase the effectiveness of learning and the engagement of 
students. The use of role play, project-based learning, discussion based learning experiential 
learning as well as self-directed learning are gaining popularity and have been incorporated to 
enhance the practices of traditional learning methods and to encourage active involvement in 
learning. The present study is meant to examine students' perceptions on the pedagogies of the 
innovative teaching learning and their role in promoting sustainable learning. The survey
based quantitative research design was used and the data were collected from 203 students of 
higher education institutions with a structured questionnaire that had fifteen items each of 
which was a Likert scale. Descriptive statistics and independent sample t tests were used to 
analyse the responses. Findings indicated that there was positive perception towards 
innovative teaching learning pedagogies with the mean perception score being 2.38. The 
attitudes of students were favourable towards the learner-centred and interactive learning 
approaches. The analysis also showed that there was no significant difference in the students' 
perceptions with respect to their gender, age, background of their parents, educational level. 
The study concludes that innovative teaching learning pedagogies have a great impact on 
learning outcomes and student engagement in higher education and sustainable learning.