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This research study focuses on the growing concern of academic misconduct in distance education courses. A quasi-experimental study was conducted to measure the impact of introducing webcam recording software as an online supervision tool for high-stakes exams in two separate online courses (Management and Accounting). Results revealed that overall performance decreased following implementation of the software, and persisted after taking potential confounding factors into account. Additionally, the explanatory power of the regression analysis was higher for scores under supervision, which suggests that cheating was occurring before online supervision was introduced. It can be concluded from this study that online supervision is an effective tool to combat academic dishonesty in distance education courses.

Autism spectrum disorder (ASD) is significantly known as social interaction impairment that can be reduced through early school-age intervention. The quasi-experimental research design was used to examine the effect of applied behavior analysis treatment on ASD children's interpersonal skills. The researchers used a purposive sampling technique to select 30 participants who have symptoms of ASD, which were divided into two groups (control and experimental) without gender discrimination. The assessment of basic language and learning skills (ABLLS-R) protocol and portage guide of early education was used to develop a questionnaire comprising four factors. The results indicate a statistically significant difference between the experimental and control groups in terms of students' interpersonal skills and the pretest and post-test scores of the experimental group. It is suggested that parents and therapists should develop a sharing ability among children with autism symptoms so they can understand social reinforcement.

This study aims to explore the role of social cohesion, media, higher education, empowerment, and interfaith harmony in good governance of the public universities in Pakistan. Primary data was collected from the public sector universities in Pakistan. Data analysis was conducted by using SPSS and Mplus 8software. Results confirm that social cohesion, media, higher education, empowerment, and interfaith harmony have a significant influence on good governance in public universities in Pakistan. Data was collected from public sector universities in Pakistan. Hence, the findings of this study cannot be generalized to universities in other countries. The inclusion of civil society, social cohesion, media, higher education, empowerment, and interfaith harmony in university structures and functions can resolve issues in the higher education sector. This can be done through building awareness and monitoring university's activities and performance for good governance in higher education sector. The article extends stakeholder theory of corporate governance by inquiring important stakeholders such as civil society and cohesion, media, higher education, gender empowerment and interfaith harmony and their role in improving university governance. Policies can be revised in this context to maximize sustainability by achieving a harmonious balance among these factors. The study also highlights that key variables ensure good corporate governance as per stakeholder's approach in the context of higher education sector. [The pagination cited (p1-25) on the .pdf is incorrect. The correct pagination is p1-22.]

Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners' performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The present study explores the role of three types of assessment, namely self-assessment (SA), peer-assessment (PA), and teacher-assessment (TA), in English language learning of Pakistani learners and to find out the attitude of the learners toward the most suitable type of assessment for the development of self-regulated learning (SRL) features among learners. Following a quantitative approach, the data for the study were collected from a sample of 99 bachelor-level students through pre and post-tests and questionnaires. The data were analyzed through SPSS version 16.0. The authors found that the PA proved to be the most suitable for English language learning. The learners' perception also showed that they found the PA quite useful in fostering self-regulation. This study brings more enlightenment to the effective use of assessment techniques to improve learners' SRL abilities.

This quantitative study assessed infographics' perceptions, preferences, and effectiveness as a learning tool among Pakistani undergraduate medical students. The research focused on understanding the impact of infographics on knowledge acquisition, comprehension of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. The study utilised a self-evaluated questionnaire developed through a meticulous literature review, self-evaluation, and expert input. The questionnaire covered demographics, perceptions, preferences, effectiveness in knowledge acquisition, impact on understanding complex medical concepts, and linking theoretical learning to clinical practice. The research was conducted at Shahida Islam Medical College, Lodhran, Punjab, Pakistan, and involved undergraduate medical students across various academic years. Data collection occurred between November 10 and November 30, 2023, with 229 participants. Quantitative analysis was conducted using SPSS, involving one-sample t-test, paired samples t-test, independent samples t-test, Pearson correlation, and multiple regression analysis to address specific hypotheses. Findings indicate a strong positive perception and preference for infographics among undergraduate medical students. Infographics were perceived as effective in enhancing knowledge acquisition, positively impacting the understanding of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. Statistical analyses supported these perceptions, demonstrating significant relationships and explaining variance in students' perceptions and knowledge acquisition. This study highlights the substantial role of infographics as valuable tools in medical education, emphasising their positive impact on undergraduate medical students' learning experiences. The findings support the integration of infographics into medical curricula to enhance knowledge acquisition, comprehension, and application in real-life clinical settings.

The purpose of this paper is to highlight the role that technology plays in the education of students with hearing impairments. The paper delves into ambitious topics like assistive technologies and languages, access and inclusion, teacher education and practice, and the challenges encountered. The research employed a quantitative approach, selecting 172 teachers from Punjab's special education department as a study sample using a simple random technique. Primary data was collected using a self-developed questionnaire. The collected data was, therefore, analyzed using the Statistical Package for Social Sciences (SPSS). Overall, the findings presented a positive outlook, demonstrating how technology enhances the learning experience, communication, and academic performance. The study clearly highlights several challenges, including insufficient specialized tools, inadequate teacher training, financial constraints, and more. The study highlights the significance of precision, aggregative processes, and teamwork in addressing the challenges of limited resources, teachers' preparedness, and accessibility. recommendations include incorporating specialized digital tools, focusing on continuous teacher professional learning, requesting funding, and creating awareness and/or cultural shifts. Such findings provide an understanding of the possible pros and cons of technology integration, which will help educators create an inclusive learning environment for students with hearing impairments.

In 2015, Pakistan committed to United Nations Sustainable Development Goal 4's provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.

The study was planned to explore the challenges faced by distance learners during paperless assignment process. This initiative was introduced a couple of years ago at a distance learning university in Pakistan. Target population comprised on distance learners of M. Phil Education and MBA (col) sessions 2017 to 2019 programs running online through Learning Management System (LMS). Total Population Sampling (TPS) technique was followed and all distance learners of both programs were engaged. It was mixed-method research comprising both structured and open-ended information. The instruments employed were two questionnaires: one on Likert Scale and the other was open-ended. The reliability coefficient was 0.71, and the open-ended questionnaire was validated through six subject experts. The structured questionnaire was sent to all 563 students and in response 132 students filled out the online questionnaire. Quantitative data was analyzed through descriptive statistics while qualitative data was analyzed through NVivo software. The main problems highlighted were study material relevance and late delivery, understanding and processing of paperless assignments, access and skills of ICT, financial constraints, evaluation of paperless assignments, and instructors' feedback. Students suggested that textbooks should be revised and delivered in time, connectivity issues should be resolved, free internet packages should be introduced, LMS training should be conducted, in time feedback in descriptive form by instructors must be provided to the distance learners.

Problem-based learning (PBL) is linked to developing learners' creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.

This study investigated the effect of social distancing on academic and social learning of primary school students during pandemic in Pakistan. For this research study, a mixed-methods convergent parallel research design was employed. Through a questionnaire, quantitative responses were collected from 120 parents whereas for qualitative responses, face-to-face interviews were conducted with twenty parents. Descriptive and inferential statistics were applied to analyze the quantitative data, whereas thematic analysis was used for analyzing qualitative data. According to the study results, parents perceived that social distancing affected the academic and social learning of their children during the pandemic in the shifted phase from offline to online mode, although there were variations with respect to the demographics selected for this study. Based on the parents' interviews, the majority agreed that social distancing had a negative effect on children's academic and social learning, in addition to tempering their communication skills and disrupting the psychological health, which consequently generated a learning gap. It is recommended that the concerned authorities may take such initiatives to address and mend the learning loss of children relevant to their academic and social skills in the post-pandemic era.

The objective of this study was to find effect of Jazz smart classroom's online quiz on academic achievement of students at secondary school level. Experimental design was used in which two groups were selected one was control and other was experimental group. Experimental group was given a treatment of six weeks by using Jazz Smart Classroom's Online Quiz. A sample of 30 students of class 10 was selected. Convenience sampling technique was used. Instrument used for collection of data was pre-test and post-test. Twenty lessons were delivered by using Jazz Smart Classroom's Online Quiz. Same pre-test and post-test used. The test was validated by the experts from University of Okara. The reliability of test was determined by reliability analysis with SPSS. The t-test was used for the comparison of data of control and experimental group. The results of experiment showed that the mean scores of students in post-test which were taught by using Jazz Smart Classroom's Online Quiz scored significantly higher than those taught by using traditional method. Some recommendations were made for teachers and students to use online quiz for better teaching and learning. Government should take an initiative to use Jazz Smart Classroom's Online Quiz in high schools.

In the past two decades, the Government of Pakistan has significantly invested in higher education (HE) to bring structural reforms in funding, governance, and quality assurance mechanisms. Their overarching mission has been to fuel national socioeconomic development by ensuring equal access to HE. Given this, the present study aimed to address the following research question: To what extent have current HE reforms in Pakistan enabled equitable access to HE? To address this question, this study drew from a social justice-centered framework to track trends in HE access that is, broadly and based on socio-economic status, gender, urbanicity/rurality, and region/province. Using secondary data from diverse sources including the HEC, Academy of Education Planning and Management, and the Pakistan Poverty Alleviation Fund, we conducted descriptive longitudinal analyses. Findings underscore that the system has failed to provide equal access to HE in several ways and discuss some possibilities for policymakers in equalizing the opportunities.

The purpose of this study was to test STEM career interventions through a theoretically integrated STEM Career Education (SCE) Module. The effectiveness of SC education was tested on STEM Career (SC) interests, self-efficacy, and knowledge of students from two middle schools. The sample included middle school students from two private schools (N=33) in Islamabad, Pakistan. By using a mixed-method sequential explanatory research design, quantitative data were obtained before and after the intervention while qualitative focus group discussions were conducted post-intervention. A significant increase in SC interest, self-efficacy, and knowledge after participating in the SCs Program is reported, even after statistically controlling key variables. The training seems to be more effective for those with low SC knowledge. Findings indicate a need for robust interventions to target math self-efficacy. Results provide further directions for effective STEM interventions. By pinpointing limitations and future directions, this pilot study contributes to STEM education in Pakistan and provides a model of CE for other countries.

Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018-19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities.

This qualitative case study examines the Education Faculty Perspectives (EFPs) of the Karakoram Public International University in Gilgit-Baltistan, Pakistan, on teachers' experiences of a recently introduced education reform (an Honor's Bachelor of Education program [B. Ed Hons] mandated by Pakistan's Higher Education Commission (HEC) in 2010. The B. Ed Hons has replaced the existing pre-service programs nationwide. Our analysis identified several paradoxical themes about borrowing of the B. Ed Hons: at the "talk"/rhetoric level, the program was welcomed as a transformative shift in teacher education; at the "walk"/implementation level, its practicality and sustainability became complicated; at the decolonisation level, the discourses on the colonial nature of knowledge and North-South dependency were muted. Implications for moving from borrowing external "best practices" to producing local solutions are highlighted. The analysis suggests the contextual realities and challenges should be addressed, individual and structural capacities developed, and an incremental, critical-constructive approach to both external and local ideas be pursued, and decolonization discourse included.

Purpose -- Balochistan, which makes up roughly 44 percent of Pakistan's total land area, is home to 6 percent of the nation's inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province's educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual's personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study's goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology -- A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted of 10 male and 14 female members. Findings -- Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance -- The study concludes that in addition to extracurricular activities and the teacher's role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution's unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

The proposed research aimed to examine abusive leadership and workplace ostracism as predictors of employee silence among school teachers in Sargodha, Pakistan. Studies further tend to examine the moderating role of power distance. Purposive sampling was employed to acquire the data. The research variables were quantified using the Abusive Supervision Scale (Mitchell & Ambrose, 2007), Workplace Exclusion Scale (Hitlan & Noel, 2009), Silence Scale (Van Dyne et al., 2003) and Power Distance Scale (Dorfman & Howell, 1988). Pearson correlation analysis revealed a significant relationship between abusive leadership, workplace ostracism, employee silence, and power distance. Results showed that abusive leadership, ostracism, silence, and power distance have a positive relationship with each other. The findings of linear regression revealed that abusive leadership, ostracism and power distance positively predicted employee silence. Moderation analysis revealed that power distance significantly moderated the relationship of abusive leadership and workplace ostracism with employee silence. The proposed research provides some recommendations and conclusions for future researchers who may be interested in examining the abuse that teachers experience in a high-power-distance culture that compels them to act silently.

Gender disparity in science and mathematics performance is being researched internationally. In a complex education system, like Pakistan, studying the difference in isolation may not generate holistic understanding. Therefore, this paper investigates changes in trends of performance in Science and Mathematics for both genders across public and private schools. Data were gathered from a nationwide sample of elementary grades students (n=15,391) using SATs/MATS. Independent t-test and two-way-ANOVA were employed to analyse data. Results revealed that girls outperformed boys in Science (p<0.01) while no gender differences in performance were observed in Mathematics. Gender and school systems demonstrated significant interaction effect only in mathematics, unveiling that girls perform better in public schools while this difference diminished in the private school system. The results show implications for employing gender-fair policies and practices in science and mathematics education.

Environmental or ecological knowledge means understanding the relationship between living organisms and their environment. The study aimed to analyze the knowledge, attitude, and behavioral components of environmental literacy of prospective teachers for quality education in District Lahore. The objective of this study was to assess the ecological literacy of future teachers in terms of the information, attitudes, and behaviors they possess. The methodology employed in this investigation was a quantitative one. A convenient selection sample of 325 graduate aspiring educators at Lahore's 13 public universities enrolled in teacher education programs was chosen. This investigation made use of two data collection tools. The survey was broken up into two sections. Section A contains fundamental demographic information, while Section B is subdivided into three categories; Environmental Attitudes (EA), Environmental Behaviors (EB), and Environmental Knowledge (EK). This study found that prospective educators have a moderate level of ecological literacy. Male prospective teachers were more literate than their female counterparts, but there was no discernible gender gap in environmental literacy. Future educators do have favorable perspectives and actions toward the environment. No significant gender differences in prospective teachers' attitudes or actions were discovered. It is suggested that colleges and universities that prepare future educators must include environmental studies.

This study examined problem-based learning in blended learning classrooms for practicing mathematical problems in an emergency situation, such as Covid-19. For this purpose, a three-week program was framed in contrast to traditional teaching, aiming at enrichment and not remediation, for a group of fifty students' studying mathematics in a science program. The formative experiment research method was used for this study and practiced at public sector Higher Secondary School in Jehangira, district Swabi. The data were collected through a self-developed questionnaire verified by experts and were analyzed by using simple frequency distribution. Findings were mostly positive, indicating that students found problem-based learning productive in practicing mathematics, for example, solved samples helped them in answering similar problems, course work was completed timely, and use of smartphones with peers in groups helped them in better understanding the problems. The findings also revealed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents' unwillingness for allowing smartphones and using the internet.

This study aims to understand the effectiveness of online training for pre-service and in-service teachers by exploring any differences between pre-service and in-service teachers' satisfaction and learning following an online professional training video. Additionally, the study focused on evaluating any differences in satisfaction and learning of pre-service and in-service teachers based on age, experience, subject taught, and grade level, as well as nationality. An online 20-minute video session was shown to the participants and a survey questionnaire, based on the Kirkpatrick Model, was used to explore their reactions and learning. The study employed Exploratory Factor Analysis (EFA) with independent sample t-test and ANOVA techniques to compare the training outcomes in pre-service and in-service teachers' satisfaction and learning. The results showed that the teachers were highly satisfied with the video assessment, content, and content structure. Moreover, there was no significant difference found in satisfaction levels or learning between in-service and pre-service teachers. Furthermore, no impact of age, experience, grade taught, or subject taught was found, though nationality was found to impact satisfaction with the video. The study recommends the expansion of similar online professional development programs, considering the high levels of satisfaction among pre-service and in-service teachers alike. Personalization of content to accommodate diverse learner needs, learning preferences, and backgrounds is suggested to further enhance satisfaction and learning outcomes. Lastly, this study's findings emphasize the need to improve teacher training programs, especially in different geographic and cultural contexts, to increase teaching efficacy and address the unique challenges teachers face.

One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the "students like learning mathematics" scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis (MG-CFA) and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.

Numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants (n = 250) aged 15-18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T-test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits.

In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.

The rapid advancement of artificial intelligence (AI) technologies has led to a transformation in higher education worldwide. AI tools provide academic support to students anywhere and anytime to enhance their knowledge and skills. Those facing difficulties have been relying on traditional support and guidance. However, this support has experienced difficulties, including availability and accessibility. This study examines the potential of AI-powered tools to address these challenges, aiming to make academic support more accessible, efficient, and effective. This study focuses on understanding the determinants of AI tools' acceptance and use for academic support among students, influencing student satisfaction and academic performance in Pakistan and Malaysia. The research on AI tool acceptance and use in the higher education Institutions (HEI) context is still new and less explored in Pakistani and Malaysian higher education institutions. A theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and other factors was employed to identify factors that affect AI tool adoption in higher education. The survey research design was employed, and the total sample size was 305 respondents, with 203 students from Quaid-e-Awam University of Science and Technology (QUEST), Pakistan, and 102 students from Universiti Teknologi Malaysia (UTM). A "Partial least squares structural equation modeling (PLS-SEM) Analysis" was employed to assess the research model and hypotheses using SmartPls 4.0. In Pakistan and Malaysia, students are more concerned about using AI tools to improve their academic performance. The findings indicated that performance and effort expectancy, information accuracy of AI tools, pedagogical fit to meet the student's expectations, and student interaction with tools were important factors in predicting the acceptance and use of AI tools among students of both countries in higher education, and the rising use of these AI tools has improved students' satisfaction levels and significantly impacted students learning outcomes in both countries. Additionally, student engagement and personal innovativeness have not significantly affected the use of AI tools among students in both countries. This study provides a comprehensive analysis of AI tool adoption in the unique contexts of Pakistan and Malaysia, contributing to the broader discourse on technology integration in higher education.

The present study used control-value theory to investigate the varied effects of students' achievement emotions on their academic outcomes, both at the attitudinal (academic satisfaction) and behavioral (academic performance) levels. The study found that the simultaneous effects of positive, negative, activating, and deactivating achievement emotions differ from their unique effects on academic outcomes. The study analyzed survey data from 2747 participants (N[subscript 1] = 2335 Pakistani undergrad students and N[subscript 2] = 412 international students studying in Pakistan). Overall, the data indicate factors that lead to the (dis)similar impacts of achievement emotions on academic performance and provide support for the proposed mediational effects. Notably, different emotions may have comparable or differing outcomes. The elements of positive expectation and involvement create equal or unique effects of positive emotions (hope and optimism) on academic achievement. Cognitive resources and the degree of awareness may provide equal or different academic outcomes for negative emotions (anger and boredom). For combinations of activating emotions (hope and anger) and deactivating emotions (optimism and boredom), level of dominance may influence academic accomplishments.

Countries in the global South, such as Pakistan, face challenges to determine their education policies without any external pressures. The national sphere of authority of the state has to deal with both global and national policy pressures. The travelling policy gets embedded in the local context adjusting to the local demands. However, for this embedding to take place smartly, the host/adopting country needs to demonstrate critical engagement. The developing countries are faced with a plethora of policy prescriptions from the global space; sometimes in the name of 'best practices' and at others in the name of funding conditionality or priority. Due to the absence of multi-actor critical engagement, the policies exist only during the project and as soon as the project is over, the policy is shelved. The article presents the case of a critical policy engagement -- 'teaching license policy dialogues'. This is an independent university-led effort to improve the teacher management system in Pakistan. A four-stage policy advocacy process is adopted to create critical policy space. It comprised (i) development of concept, (ii) preparation of green papers, (iii) policy dialogues and (iv) launch of the White Paper for policy consideration. The case shows a critical way of engaging with a global policy along with all stakeholders, assessing its efficacy, and make alterations as per contextual needs. We hope that our attempt at critical policy dialogue, which promotes critical engagement of multiple stakeholders on equal footing without pressure from a donor, might offer a better way forward. In this way, the policy may not be seen as a push from global space, rather it would be seen as a negotiation between global-national space. We further highlight the crucial, yet rare role of academia in the global South, which is desperately needed.

Research demonstrates that young people value mental health support that is tailored to their needs and preferences, rather than a "one size fits all" offer, which is often not equitably accessible (National Children's Bureau, 2021). Understanding young people's lived experiences across different sociocultural contexts is important. The aim of this research was to conduct an international qualitative study on the views of young people with lived experience and professionals, on proposed aspects of personalised support for anxiety and/or depression. Participatory action focus groups were conducted with N = 120 young people with lived experience of anxiety and/or depression (14-24 years) and with N = 63 professionals in Brazil, India, Kenya, Pakistan, Portugal, South Africa, Turkey, and the United Kingdom. Data were analysed using the rigorous and accelerated data reduction (RADaR) technique. Overall, although some country-specific differences were found in terms of what aspects of support young people found to be most important, individual preferences were considered stronger, furthering the view that support should be personalised to the needs of the individual young person. Young people experiencing anxiety and/or depression should be able to choose for themselves which aspects of support they would prefer in their own care and support plans, with families and mental health professionals providing guidance where appropriate, rather than removing the young person from the decision-making process altogether. It should also be ensured that the aspects of personalised support can be understood by young people and professionals from different contexts, including marginalised and minoritised groups and communities.

The current study aimed to see the relationship between psychological empowerment and employees' engagement in school teachers to enhance teaching quality and overall educational effectiveness. The study hypothesized that (a) there would be a positive relationship between psychological empowerment and employee engagement in public and private school teachers; (b)psychological empowerment would be a positive predictor of employee engagement in public and private school teachers;(c) there would be significant gender differences between psychological empowerment and employee engagement in public and private school teachers; and (d)there would be significant institutional differences in psychological empowerment and employee engagement in public and private school teachers. To test these hypotheses, a total of 100 school teachers, 50 men (n=25 from public school and n=25 from private school) and 50 women (n=25 from public school, n=25 from private school), were approached through a purposive sampling strategy. Psychological empowerment was measured using the Psychological Empowerment Scale (Spreitzer, 1995), and employee engagement was measured using the Work and Well-being Survey (UWES) (Schaufeli et al., 2002). The findings showed a positive relationship between psychological empowerment and employee engagement. Moreover, Simple linear regression showed that psychological empowerment significantly predicted employee engagement. This study will help educational experts devise strategies to enhance teachers' psychological empowerment and engagement.

Quality in research supervision is one of the main concerns among the institutions and stakeholders today especially those involved in open and distance learning (ODL). This research examined the supervision experiences of postgraduate research candidates during different stages of research at the biggest open and distance learning institution of Pakistan. The study was based on mixed-method approach using sequential design (Quan[right arrow]qual). Survey was conducted from the postgraduate research candidates enrolled under the four different faculties of Allama Iqbal Open University, Pakistan. An adapted version of Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was administered along with autobiographical accounts of the research candidates selected through a multi-stage sampling design. The generated data were used to identify the supervision related experiences of research candidates with respect to the different personal and institutional factors. Further, to explore region specific supervision issues, their reasons with respect to the ethnic and cultural aspects focused group discussion was conducted at Provincial Head Quarters (PHQs) of the university. The findings implicated valuable academic and administrative adaptations for improving the quality of research supervision practices for open and distance learning institution.

This preliminary study was designed to probe the prevalence of two main 21st century higher order thinking skills which are creative and critical thinking skills. The sole objective of the study was to examine the perception regarding the current level of creative and critical thinking skills among prospective teachers. All terminal semesters' prospective teachers of public universities of the province Punjab from B.Ed. Honors and B.Ed. (1.5) were population of the study. The sample of the study was consisted of 311 prospective teachers of terminal semesters from two programs i.e. B.Ed. (1.5) and B.Ed. Honors. The convenient sampling technique was used to collect the data from five public sector universities. The instrument was a self-assessment scale based on two main higher-order thinking skills. Creative thinking skills were constructed on eight sub-factors and critical thinking skills on six sub-factors. Two instruments Creative Process Assessment Scale (CPAS), English and Urdu version by Schuler & Görlich (2007) and Critical Thinking Self-assessment Scale (CTSAS) short form by Payan et al., 2022 were adapted and merged for construction of a single self-assessment seven point likert-scale. The quantitative survey research was applied. The descriptive statistics were used to run the analysis. The study concluded the dominance of perception as low level of creative and critical thinking skills among prospective teachers.

This study explores the interaction of four major factors at the workplace, namely, perceived organizational support, burnout, thriving at work and innovative work behavior, specifically in the setting of the private high schools of Karachi. The study looks at why some instructors in the same organization succeed under trying circumstances such as those engendered by the Covid 19 situation, while others struggle and eventually succumb to burnout. Data consists of responses of 196 teachers, collected through a questionnaire on Likert scale and SPSS is used for analysis. Results show that perceived organizational support has a positive impact on innovative work behavior, whereas burnout is negatively impacts teachers. It has been demonstrated that thriving at work is a powerful mediator.

This study aimed to investigate anxiety and school avoidance in individuals with and without learning disabilities. The study employed quantitative survey-based approach, with comparative research design. N= 160 participants between 8 till 18 years were selected via Purposive sampling technique. Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) was administered to measure anxiety and school avoidance and Learning Disabilities Checklist (National Centre for Learning Disabilities, 2007) was used to assess learning disabilities in participants. Data was analyzed using Statistical Package for the Social Sciences (SPSS) version 22. Results were analyzed using descriptive and inferential statistics. Correlation and regression analysis were done to study the relationship and level of variance between the variables. Results indicated significant differences on the variable of anxiety (t=-3.95, df =140.71, p <0.01) and school avoidance (t=-3.80, df =131.38, p <0.01) in both groups. A significant relationship (p<0.01) between anxiety and school avoidance was also reported in learning disabled groups; providing a valuable insight regarding increased vulnerability of internalizing disorders particularly related to anxiety in younger population in Pakistan.

This research analyzed and compared administrators' supervisory and teachers' pedagogical skills concerning quality education in Public and Punjab Education Foundation Funded Schools at the secondary level, in line with the Vision of Sustainable Development Goal 4 (SDG-4) by 2025 (Minimum Standards for Quality Education in Pakistan, 2016). The research employed a descriptive method and adopted a quantitative approach. For this study, 248 head teachers were selected from public schools and 126 from Punjab Education Foundation Funded Schools via simple random sampling, making a total sample of 374 respondents. Data were collected using a five-response Likert scale and analyzed with SPSS, including mean, standard deviation, t-test, and f-test to assess the difference between administrators' supervisory and teachers' pedagogical skills towards quality education in both school types. The study concluded that administrators in public secondary schools exhibited better academic and professional qualifications and that both administrators' supervision and teachers' pedagogical skills were superior in public schools. Additionally, public schools were more aligned with the Minimum Quality Standards for Schooling to meet the vision of Sustainable Development Goal 4 (SDG-4) by 2025 for quality education compared to Punjab Education Foundation Funded Schools. It is recommended that the heads of Punjab Education Foundation-funded schools enhance their supervisory skills, while teachers should improve their pedagogical skills to align with the vision of Sustainable Development Goal 4 (SDG-4) by 2025.

Mobile learning has ushered in a transformative era in education, compelling educational institutions to reimagine their pedagogical approaches. This shift is particularly evident in teacher training programs, where mobile learning is increasingly integrated into traditional education. The success of these integrated systems hinges on educators' willingness to adapt to these evolving paradigms. Nevertheless, a notable gap exists in the research landscape concerning the challenges of adopting mobile learning in teacher training and its consequential impact on teachers' professional capabilities. This study aims to bridge this gap by identifying the factors influencing teachers' satisfaction and performance within mobile learning training courses and establishing the intricate relationships between these variables. This study was conducted in a quantitative research framework and collected data from 563 schoolteachers through an online survey. These respondents were actively engaged in mobile-based training courses at the Provincial Institute for Teacher Education (PITE) Sindh during their mandatory training programs in the academic year 2022-23. Structural equation modeling was employed to analyze the proposed hypotheses rigorously. The study's findings unveil a robust and significant nexus between several critical factors and educators' experiences when utilizing mobile learning for training. Specifically, content quality, information quality, system quality, prior experiences, and mobile self-efficacy contributed strongly to task-technology fit, ultimately enhancing teachers' engagement, and yielding improved outcomes. Moreover, the study elucidates a clear correlation between factors encompassing understanding, Instructors' prompt feedback, teachers' expectations, and instructor quality within the context of training course design. These factors collectively positively influence teachers' satisfaction and performance, enhancing content knowledge, pedagogical skills, and professional dispositions. This holistic approach to mobile learning positively influences teachers' satisfaction and, ultimately, enhances teachers' overall performance. This study provides valuable insights to guide educators, institutions, and policymakers in effectively embracing and implementing mobile learning to benefit teachers and, ultimately, the broader field of education.

Research has shown the importance of responsive caregiving for fostering positive development early in life; however, tools measuring these interactions are often impractical for larger scale intervention trials and in settings with resource constraints. The present study provides reliability and validity evidence from Sindh, Pakistan for a tool developed to quantify responsive caregiving. Data were collected from 200 randomly selected households on responsive caregiving, sociodemographic characteristics, early learning, and early child development. The results indicated that the responsive care tool can be feasibly administered in less than 5 min in a low-resource setting. An exploratory factor analysis found that the tool's indicators reliably loaded onto two distinct factors, responsive interactions and caregiver-initiated interactions, accounting for 96.01% of the underlying variation in scores. A confirmatory factor analysis reflecting input from modification indices showed satisfactory fit statistics and adequate factor loadings (all above 0.70). Internal consistencies of the two factors were also high, with alphas of 0.93 and 0.83, respectively. Convergent validity of the responsive interactions factor was demonstrated by a strong and positive correlation with measures of psychosocial stimulation, early learning, maternal education, and household wealth. Predictive validity of the responsive interactions factor was demonstrated by a strong and positive association with child development. The caregiver-initiated interactions factor was significantly and negatively associated with psychosocial stimulation and child development. The resulting evidence provides programs with an open access, observational, reliable, and valid measure to quantify responsive caregiving at the program level in low-resource settings.

For decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to be more evidence that proposes potential implications or interventions in identifying the most important in-school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review-driven hypothesis and administered a rigour analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The finding of this study asserts that the medium of instruction has shown a considerable impact on primary school enrollment and the availability of qualified teachers. Single-sex schools, WASH facilities, and the security of schools have significant and diverse effects in determining student enrollment, which leads to forwarding possible implications to scholars, educators, and policymakers.

This article analysed gender disparities in Pakistan focusing on access to primary education and women's education in light of National Education policies from 1947 to 2017 to achieve universal primary education. This study aimed to trace the evolution of National Education policies (1947-2017) in the attainment of universal primary education and gender disparities in Primary education in Pakistan. A qualitative document analysis technique was employed to extract relevant data related to policy objectives, strategies, and targets of primary education, gender disparities, and women's education. The quantitative data was extracted from the Pakistan Economic Survey 2022-2023, Pakistan Education Statistics 2020-2021, and all National Census 1951, 1961, 1972, 1981, 1998, and 2017. The study found that education policies highlighted the importance of primary education but did not dedicate larger sections to women's education in the first 40 years. The recent education policies addressed the importance of women's education for achieving gender parity. These findings, which stem from a review of national education policies' documents, are in line with the findings drawn from the quantitative data extracted from authoritative reports which stated that significant gender disparities existed in the numbers of primary schools, access to primary education, and students' enrolments throughout the history of Pakistan. The study also found significant gender disparities in the number of primary schools per 100,000 children, with male students comparatively attending schools more than female students. The study found consistent gender disparities in primary education enrolment in Pakistan with notable progress in recent years but have not been able to eliminate these disparities. Gender disparity is evident in literacy rate, gross enrolment rate (GER), and net enrolment rate (NER). The study recommended that the revision of existing policies and formulation of new education policies should be based on comprehensive documentation on women's education and its impact on the economy, literacy rate, and universal primary education.

A recent surge in textbooks studies has revealed a closer link with neoliberalism and the way they construct neoliberal subjects. This paper uses Foucauldian governmentality as the conceptual lens to analyze the neoliberal discourses in EFL textbooks used in English Access Microscholarship (EAM)--one of the US-aided global ELT programs in Pakistan. English language learners' views on course outcomes and textbooks were also examined. The study shows that among others, English as a neoliberal life skill, celebrity culture, consumerism, entrepreneurship, and individual and corporate social responsibility dominate textbooks. It is thus found that textbooks play an important role in neoliberalizing learners. Moreover, English language learners perceive English as a key to economic success. They also value consumerism, branding, and personal responsibility. In light of the study findings, we suggest a decolonial option, reflective activism, and post-method pedagogy as possible alternatives at the micro-, meso-, and macro-levels to resist the discourses of neoliberalism and colonial power patterns entrenched in a postcolonial society like Pakistan.

Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested.

In Pakistan, it is aimed at both national and international levels to promote and develop critical thinking among students and teachers at all educational levels (sustainable development goals, VISION 2025, national standards for teachers, national educational policies, etc.). However, little research has investigated teachers' critical thinking knowledge. The present study explored critical thinking knowledge of teacher educators from teacher training institutes. The teacher training institutes of the most populous and developed province of Pakistan were taken as the sample of the study. Exploratory survey method was used for data collection. The study found that the majority of teacher educators lack critical thinking knowledge. Teaching experience, qualification, job status, and training attended on critical thinking are significant predictors of critical thinking knowledge. The critical thinking knowledge of prospective teachers and their students is at risk.

Knowledge management has been a proven tool to foster organizational performance, innovations, and individual knowledge workers' productivity. A stream of empirical studies has demonstrated with contradictory results that each single organizational knowledge management process -- knowledge creation, knowledge sharing and utilization -- can enhance the knowledge workers' productivity in isolation. In contrast, our study argues with the support of Nonaka's theory and alignment theory that knowledge utilization is the only frontline and primary knowledge management process which can enhance knowledge workers' productivity while other knowledge management processes (knowledge creation and knowledge sharing) support and supplement each other as well as improve knowledge utilization. This means that shared and created knowledge will not enhance the productivity of knowledge workers until organizations strive for knowledge utilization. This study used data collected from 336 knowledge workers in the Telecom industry of Pakistan and examined it using partial least squares modelling. The findings indicated that knowledge utilization is the sole frontline and primary knowledge management to enhance the productivity of knowledge workers. Hence, knowledge utilization can only influence productivity indirectly by increasing the utilization of knowledge created and/or shared.

Academic institutions around the globe have shifted to online learning because of the unpredictable spread of COVID-19. The present study aimed to compare teachers' and students' attitudes towards online learning during the pandemic and to examine the effects of gender differences on their attitudes. In study 1, we adapted the Test of eLearning Related Attitudes for Pakistani students in three steps: expert review, piloting, and validation. The individual and collective expert review was performed to adapt the teacher version into the student version using the Technique for Research of Information by the Animation of a Group of Experts (TRIAGE). We tested three sets of measurement invariance models for participants' status and gender in study 2. Data were collected from 289 university teachers (men = 158, women = 131) and 444 undergraduate students (boys = 156, girls = 287). The results demonstrated that both groups had highly positive yet different attitudes towards online learning. Teachers were more satisfied than students. Model fit was poor, and the overall factor structure, factor loadings, and intercepts varied across groups. Intergroup gender invariance illustrated heterogeneity in attitudes towards online learning favoring men teachers and boy students. Study strengths and implications for the promotion of a positive experience of online learning are discussed.

Through this research work, the researcher studied the causes of dropouts in Government Secondary Schools of Punjab (Pakistan). Specifically, the researcher employed a descriptive design to examine and discuss the problems facing the educational institutions and to make recommendations that can be employed to increase the opportunity for student's success within the Province of Punjab. The objectives of this study were to investigate the trend of dropouts at Secondary Schools in Punjab. Several attempts were made by the Government of the Punjab to reverse this trend. The reason of dropouts was studied through the opinion of 32 boys Secondary School Teachers of Public sector along with 160 Parents and 160 Dropout Students from District Kasur, Punjab (Pakistan). Data collected were analyzed by using the SPSS. The class repetition, mismanagement, lack of basic facilities like drinking water, toilets, electricity, desks etc, cleanliness, communication gap between teachers and parents, harsh behavior of teachers and too much homework from school came out as major causes of dropout. The secondary school teachers fixed the responsibility of dropping out on parents and the children. The authorities should take vital steps to minimize the dropout rate by improving schools and by starting Parents awareness campaign about the importance of students' education.

Human rights contribute to peaceful coexistence among citizens, which leads to societal and national progress as well. The present research focused on the analysis of the human rights teaching practices at higher education level in Pakistan. Fifteen (15) heads of departments, 61 teachers, and 419 students of BS programs were selected as a sample from four departments of four public universities of the Punjab (Pakistan). Human Rights (HRs) was considered as an aggregate of nine values; which were here rearranged in descending order of their rank as per their prevalence in teaching practices of the sampled teachers -- truth, integrity, respect for human dignity, freedom and responsibility, equality and justice, acceptance/appreciation of diversity, cooperation, accountability, and honesty. 'Truth' was the most focused value, and 'honesty' was the least. Human Rights Values (HRVs) were being taught less than that of the expectations of the students and teachers. Therefore, HRVs should be taught to the university students more frequently. Keeping in view greater importance of civic engagement and citizenship, Higher Education Commission of Pakistan (HEC) can offer a distinct course regarding Human Rights Education in its guiding principles for universities in its sponsorships.

An emergency shift to online education after COVID-19 brought many challenges for students and teachers, especially the university students living in the rural areas of Pakistan. So this study has focused on assessing the problems students faced while acquiring online education with special reference to the theoretical background of digital divide. It is a quantitative study which employed Heckman's treatment effect model to analyze the impact of digital divide on university students' performance. The results of the study indicate that online education further increases an already existing digital divide between have and have nots. Online education is a good alternate of face-to-face education in many cases however for ensuring maximum benefits of online education requires proper availability of gadgets and internet access along with training. Existing online education system in developing countries like Pakistan may be more suitable to teach theoretical subjects like social sciences which are subjective in nature however it is not much appropriate for teaching numerical subjects. The findings of the study direct a positive impact of digital divide due to the scarcity of necessary gadgets, internet access, family income, gender, field of study, age and location.