This study evaluates the effectiveness of an experiential learning–based pedagogical training program for university teachers in Sulaimani City, Kurdistan Region, Iraq. Grounded in life-based learning principles, the program reflects the Kurdistan Regional Government’s (KRG) educational reforms aimed at promoting unity, mutual respect, social justice, and sustainable development. Using a mixed-methods research design, the study draws on teacher survey data and semi-structured interviews to examine the implementation and perceived effectiveness of life-based learning within the KRG pedagogical training framework, with attention to policy alignment and teachers’ lived professional experiences. Based on feedback from teachers at the University of Sulaimani, the findings highlight strengths and gaps in current pedagogical training initiatives. The study offers evidence-based recommendations to better align teaching practices and course materials with teachers’ professional needs, thereby enhancing their capacity to respond to a changing higher education environment.