International Journal of Social Science & Enterpreneurship
Investigating The Correlation Between School Culture and Social Behavior Among Students in Punjab’s Public Secondary Schools
This study explores the relationship between school culture and the social behaviour of students in secondary schools in Punjab, Pakistan, with a focus on gender differences. It aims to determine how school culture influences students' social behaviour, particularly in terms of gender variations. A quantitative, descriptive research design was employed, using a multistage random sampling technique. The study involved 270 participants, teachers from secondary schools in Lahore, Rawalpindi, and Multan districts. Data were collected through the School Culture Survey (SCS) and the Social Behaviour Inventory (SBI). Pearson correlation, mean, and percentage analyses were applied to the data. The study revealed a medium-level positive correlation (r = 0.56) between school culture and social behaviour. Notably, female students exhibited more positive social behaviours than male students. The results suggest that a positive school culture plays a significant role in shaping student behaviour, with a stronger effect on female students. The findings emphasize the importance of fostering a positive school culture to enhance student behaviour. It is recommended that school leadership focus on professional growth and collaborative leadership practices to improve the school culture. Future research should examine how specific elements of school culture impact other student development factors, such as academic performance and emotional balance.
Copyright (c) 2025 Voyage Journal of Educational Studies
Exploring Teachers Perceptions Regarding Possibilities and Potentials to Integrate Environmental Education in University Curriculum
Environmental education is much needed to create awareness and responsibility concerning environmental challenges and sustainability. The purpose of the study was to find out how teachers perceived the opportunities and potentials of introducing environmental education to the university curriculums. With the increased importance of environmental literacy, the study highlights the importance of institutions of higher learning to impart knowledge and skills on to students to enable them deal with environmental challenges appropriately. Qualitative research design was used to have a detailed insight into the opinion of teachers. Faculty members in two departments of higher education institutions in Baltistan were interviewed (semi-structured) in two departments, namely the Environmental Sciences and Educational Development. The analysis was done using thematic data on major trends and perspectives. The results showed that the teachers have a good conceptual knowledge on environmental education and believe that it should be part of the university curriculum. They suggested the use of modern technologies, project-based learning, and field-based activities to make students more engaged and have a better practical knowledge. Besides, participants noted that teacher training programs are necessary in order to enhance the abilities of educators to foster environmental awareness and sustainability. Finally, the study notes that teachers have good attitudes towards implementing the environmental education in higher education. The integration of this content into the curriculum through the innovative teaching methods, and the availability of professional development prospects can be crucial to making graduates environmentally aware and aiding sustainable development in academic institutions.
Excessive AI Use: Effect on Perceived Self Efficacy and Self-Concepts Clarity
This investigation focuses on the psychological effects and motivational trends that result from using AI tools within educational and occupational frameworks. With 151 participants, this study explored relationships between variables like frequency of AI use, dependency, AI use motivation (both intrinsic and cognitive engagement), and self-concept clarity. AI has begun to be integrated into learning and working environments, and there is a need to look more closely at how it may affect one's sense of self and user motivation. A structured questionnaire was used to collect data from 151 participants, measuring the frequency of AI use, dependence, intrinsic motivation, cognitive involvement, and self-concept clarity. Ratings were recorded on a five-point Likert scale (1-5). Data was analysed using SPSS, including descriptive statistics, reliability testing (using Cronbach's Alpha), exploratory factor analysis (EFA), and multiple regression analysis. The results showed strong positive associations between intrinsic motivation, AI confidence (R² = 0.930), and cognitive engagement (R² = 0.626). Intrinsic motivation, however, was a negative predictor of self-concept clarity (R² = 0.444), meaning that the more motivated and confident users are in using AI, the less clear their self-perception could be. This paradox underscores the dual capacity of AI to enhance productivity whilst immensely complicating the process of self-identification and self-development. People interact with AI with dynamism, self-assuredness, and a sense of agency. However, overreliance on AI could hinder one's ability to distinguish oneself. These results underscore the psychological burden that AI usage could carry and support the need for students and professionals to design and apply thoughtful and intelligent approaches in balancing different aspects of AI.
Impact Of Entrepreneurship Education On Students’ Innovation Capabilities: A Quantitative Analysis Of University Entrepreneurship Programs
The objective of the study is to investigate the role of entrepreneurship education in the innovation capability of students in universities in Pakistan. The problem to be addressed is the lack of knowledge about how entrepreneurship programs contribute to developing the innovative potential of students in higher education institutions. The main objective was to study the impact of entrepreneurial knowledge, capabilities and entrepreneurial attitude on the ability of students in innovation. A quantitative research design was used, with a structured questionnaire distributed to 350 students in the university's entrepreneurship course. Data was analysed using Descriptive statistics, Reliability testing, and Regression analysis with Dilation software, which employs the regression method. The reliability of the scale was satisfactory (Cronbach's alpha = 0.89). Regression Results The entrepreneurial knowledge (b=0.412, p<0.001), skills (b=0.361, p<0.001), and attitude (b=0.298, p<0.01) were found to have a significant, positive impact on innovation capability (R2=0.64). These results reinforce the idea that the promotion of entrepreneurship has a significant impact on the innovative grounds of students and on their ability to solve problems. The study suggests the need to integrate experiential learning, mentorship programmes, and project-based activities into entrepreneurship curricula to enhance practical innovation skills. The findings have valuable implications for the work of educators and policymakers trying to foster innovation-based education in universities.
Investigating the Impact of Principals' and Teachers' Involvement in Curriculum Development and its implementation in District Quetta
The study has examined the roles played by principals and teachers in the curriculum developments and implementations in District Quetta Pakistan. The study was quantitative in nature and it used a stratified random sample of 113 principals and 180 teachers. The instrument of the study was a structured questionnaire and the items of questionnaire were in Likert scale. The findings have revealed a significant gap between Principals and Teachers involvement and their participation in policy-level decision-making. While 83.2% of principals reported adapting the curriculum to local needs and 60.6% of teachers found the content relevant to classroom contexts, systemic barriers remained evident. Notably, 74.4% of principals were excluded from curriculum policy discussions, 61.9% reported not receiving timely curriculum updates, and only 24.4% of teachers were consulted about curriculum changes. Chi-square analyses (p < 0.05) confirmed that these patterns were statistically significant and not due to chance. These results underscore a paradox: educators demonstrate strong implementation capacity but remain marginalized in curriculum decision-making.
AI in Higher Education: Usage, Perceptions, and Ethics at BUITEMS
Higher education has embraced artificial intelligence (AI), which is changing methods for academic support, evaluation, and learning. The impact of AI usage, student perceptions, and ethical concerns on academic performance at Balochistan University of Information Technology, Engineering, and Management Sciences (BUITEMS) is examined in this study. Cross-sectional data from 300 students in three departments (Computer Science, English, and Economics) was used in a descriptive quantitative design. A systematic, self-administered questionnaire that was adapted from well-known frameworks, such as the General Attitudes Toward Artificial Intelligence Scale (GAAIS) and the Technology Acceptance Model (TAM), was used to collect data. Acceptable internal consistency across constructs was demonstrated by reliability analysis (perceptions α =.72; ethics α =.61; use α =.64). With average scores above 3.5 on a 5-point scale, descriptive statistics showed that students had good opinions regarding AI. There were no discernible variations in AI use, attitudes, or ethical concerns amongst departments, according to the results of a one-way ANOVA. Regression analysis, however, revealed that academic performance was considerably and favorably impacted by AI usage (β = 0.50, p <.001) and perceptions (β = 1.36, p =.002), whereas ethics had a favorable but non-significant effect. The model as a whole accounted for 56% of the variation in student grades. These results demonstrate AI's beneficial effects on academic performance while simultaneously emphasizing the significance of resolving ethical issues. In order to create responsible AI integration strategies that improve student learning while maintaining academic integrity, the study provides evidence-based insights for institutions in developing countries. The study suggests that Governments in these countries can incorporate AI related components in curriculum, which may further improve AI utility amongst students. Keywords: , , , , .
A Study on the Role of Value-Based Education in Promoting Morality Among University Students
This study was designed to assess the role of value-based education in promoting morality among university students. The study was delimited to the three universities of Bahawalpur District. The Islamia University of Bahawalpur, The Govt. Sadiq College Women's University, Bahawalpur, and Cholistan University of Veterinary & Animal Sciences - CUVAS Bahawalpur were included in the study. The study was descriptive so the survey technique was adopted for the current research. A researcher developed a questionnaire for university students. The Population of the study was the students of three universities in the district of Bahawalpur. The simple random sampling technique was adopted for data collection. The researcher personally visited the data sight to collect the data. 400 questionnaires were distributed among students and 365 questionnaires were returned. The collected data was analyzed by SPSS through frequency, percentage, and mean score. It was concluded that Value Based Education develops patience among students, Value Based Education encourages respect for cultural differences, Value Based Education develops honesty among students.
Youth Development through Life Skills-Based Education (LSBE) in Sindh: Indigenous Approaches for Teacher, School, and Community Empowerment through Customized Training
Life Skills-Based Education (LSBE) has emerged as a critical educational paradigm to address gaps in holistic youth development, particularly in socio-cultural contexts marked by limited skill-based learning opportunities. In Pakistan’s Sindh province, 60% of the population is under the age of 25, yet the secondary education system remains dominated by rote memorization, academic content delivery, and minimal integration of problem-solving, critical thinking, communication, and emotional intelligence training. This mixed-methods study, conducted through the Department of Teacher Education at the University of Karachi, evaluates the current implementation of LSBE in secondary education, explores indigenous approaches, and proposes a framework for customized teacher and community training to strengthen LSBE delivery. The study engaged 277 undergraduate students via structured questionnaires (Cronbach’s α ranging from .783 to .877 across LSBE skill dimensions) and 12 in-depth interviews. Quantitative analyses included descriptive statistics, t-tests, ANOVA, correlation, and regression modeling, while qualitative data underwent thematic analysis. Results revealed strong positive correlations among self-awareness, problem-solving, communication, critical thinking, decision-making, interpersonal skills, and emotional development. Significant differences emerged across school boards for self-awareness and decision-making skills. Thematic findings highlighted LSBE as largely absent from secondary schooling, with barriers rooted in cultural constraints, insufficient facilities, untrained teachers, and lack of community engagement. The paper proposes policy, curriculum, and teacher education reforms grounded in indigenous pedagogical approaches and supported by community-school partnerships. Recommendations align with Sustainable Development Goals (SDGs), emphasizing quality education, gender equality, and youth empowerment for sustainable socio-economic progress in Sindh
Role Social Media Platforms in Enhancing Interaction and Communication among University Students
The present study was conducted to explore the role of social media platforms in promoting the interaction between learners, educators, and peers keeping with the following objectives. (a) To identify the reasons of using social media by university students (b) to identify he type of content used by learners on social media platforms and (c) to find-out the security concerns of the learners in using social media platforms. The study was delimited to two public universities of the Southern Punjab, Pakistan i.e. The Islamia University of Bahawalpur (IUB) and The Government Sadiq College Women University (GSCWU) Bahawalpur. It was a descriptive study which collected data from the 250 university students through a questionnaire. The study concludes that university students were using different social media platforms like WhatsApp, Facebook networks/ Groups, Twitter, LinkedIn and alike enhancing and / or maintaining their interactions and communications with their fellows and instructors. The university students get exposure and connectivity to the diverse perspective of educational landscape of the world by using the social media platforms particularly, Twitter, LinkedIn, Facebook networking, and YouTube. They post and access different materials and content on the social media platforms. They access educational videos created by experts and learners, infographics and web-blog and/ or posts on the social media platforms for their learning purpose. The university students were providing and receiving feedback on Facebook, Twitter, LinkedIn, Instagram YouTube channels. However, they were concerned about the privacy their data leaks and hacking, cyberbullying and unauthorized software/ spyware which cause spying and disturb their privacy. Keywords: , , ,
The Voices of Teachers of Public and Private Sector Using E- Learning During the Pandemic Covid-19 and its aftermath. A Qualitative Phenomenological Study Based on Lived Experience
The COVID-19 pandemic caused never seen disturbances to educational systems globally, therefore teachers had to quickly adapt to distance learning. This qualitative phenomenological research investigates the lived experiences of Pakistani teachers who conducted distance learning both during and following the pandemic. Focus on their emotional and psychological challenges and their learning experience towards pedagogical transformation and adaptation in the distance learning. Also focus on post pandemic reflection. Based on in-depth interviews of semi structured typed was used to collect the data from the twelve teachers from 6 public school teachers and 6 from private schools in Karachi, this research reveals the emotional, technical, and pedagogical difficulties they encountered as well as the tactics they used to fit changing circumstances. The purposive sampling was used to focus specific participants. Trustworthiness was to ensure quality of research. The results show themes of professional resiliency, digital exclusion, educational transformation, and post-pandemic thoughts. Implications for educational policy, teacher preparation, and digital equity are addressed to guide future readiness and systemic change.
The Ripple Effect: How Student Accomplishment Shapes Teacher Self Efficacy?
This research examined the complex relationship between teaching efficacy of staff and student performance levels in secondary institutions throughout Rawalpindi and Islamabad Pakistan during the 2022-2024 academic year. The study was conducted across three consecutive academic years in 27 secondary schools. Data were collected from teachers and principals through structured questionnaires administered in three phases. Student academic performance was assessed in Phases 1 and 3, while Phase 2 examined teachers’ self-efficacy beliefs. A 79-item questionnaire, adapted from previously validated instruments with strong psychometric properties, was employed for data collection. The study results demonstrated intricate relationships between the investigated variables through structural equation modeling analyses. Moreover, the self-assessed confidence level of teachers influenced student achievement results slightly but not as prominently when compared to the substantial impact that student achievement demonstrated before and after both variables changed. Meanwhile, the study demonstrates how early academic achievement directly affects student performance together with teacher confidence assessment. The implementation of policies needs to focus on early intervention strategies and funding teacher professional development which improves both instructor confidence and develops strong teaching methodologies.
The Effect of Digital Globalization on Teaching Practices in Higher Education in Karachi; Quantitative Study of Private & Public Universities
This research study aims to investigate the influence of cultural and digital globalization on teaching and learning practices in higher education, specifically public and private universities in Karachi. It addresses the gap in the recent empirical studies on how higher education institution of Karachi adapts to global pedagogical trends while navigating local constraints. Descriptive survey design was used to collect data from 195 faculty members and students across both public and private universities of Karachi of various disciplines to explore the influence and their perception of digital globalization’s impact on teaching and learning practices of higher education in Karachi. Research results revealed that digital globalization positively impacted teaching and learning in the context of higher education using digitalization, global content access, and diverse teaching methodologies. Data were collected using a validated 15-item questionnaire adapted from Kalsoom et al. (2018), with reliability confirmed through Cronbach’s alpha (α = 0.85). Statistical analysis, conducted in SPSS, included descriptive statistics, independent-samples t tests, Pearson correlations, and multiple regression to examine relationships between globalization dimensions and teaching practice. The research Findings revealed a statistically significant and positive relationship between globalization and teaching practices (R² = 0.783, p < 0.001). Public university respondents reported higher perception scores than their private sector counterparts (p < 0.001). In conclusion, the study asserts that globalization has an active influence on educational practices in Karachi’s universities. The Study also suggests that context sensitive and evidence-based strategies must be implemented for institutions to remain competitive and globally responsive to support faculty members and students in navigating the complexities of a globalized academic environment.
Artificial Intelligence and Digital Transformation in Pakistan’s Public Universities: A Systematic Review of Technology Integration and Training
In today's Fourth Industrial Revolution, also known as digitalization, higher education institutions must identify evolving industry needs to equip students w ith skills required to work alongside smart technologies. Digitalization involves converting analog systems to digital formats and leveraging digital tools and information technology (IT) for academic and administrative functions. This transformation drives innovation and compels institutions to revise their curricula accordingly. While developed nations are rapidly adopting hybrid learning models, developing countries like Pakistan face significant barriers in adapting to these shifts. This study conducts a systematic review using PRISMA guidelines, analyzing literature published between 2020 and 2025 from databases such as Google Scholar, Scopus, and Web of Science. The review explores how Artificial Intelligence (AI) is being integrated into digital transformation and technology training in public universities of Pakistan. It identifies major challenges—such as weak infrastructure, policy gaps, and insufficient faculty training—and highlights the importance of aligning digital strategies with institutional goals. The findings offer actionable recommendations for policymakers and educational leaders to support sustainable digital transformation in Pakistan’s higher education sector. The study addresses the gap focusing on the human aspects of digital change, contributing to theoretical knowledge and offering practical recommendation for the digital transformation.
Barriers to Disclosure of Child Sexual Abuse: An Educational and Social Perspective Among Youth in Pakistan
Child sexual abuse (CSA) is a widespread but underreported issue in Pakistan, largely due to cultural taboos that prevent open discussion about child sexuality. This study investigates the root causes and contributing factors to the rising prevalence of CSA, emphasizing the social and institutional barriers that hinder disclosure and prevention. The objective is to understand why CSA persists in Pakistani society and to identify actionable solutions. A descriptive research design was used, involving structured interviews with 40 respondents selected through convenience sampling. The data revealed that CSA often goes unreported due to fear of shame, stigma, and a lack of trust in the legal system. Contributing factors include poverty, limited awareness, and weak communication within families. Additionally, the absence of effective reporting mechanisms and poor enforcement of existing laws exacerbate the issue. Findings highlight that cultural norms, silence around sexuality, and institutional neglect significantly impede efforts to address CSA. The role of educational institutions in delivering early-age awareness and the potential influence of Islamic teachings in shaping moral conduct are also discussed. The study recommends a multi-pronged approach involving stricter law enforcement, school-based education programs, and awareness campaigns led by NGOs. It also underscores the importance of using religious and cultural frameworks to encourage prevention and reporting, ultimately aiming to break the cycle of silence surrounding CSA in Pakistan.
Feasibility of implementing peer assessment, perception of teachers and Head Teachers
Education plays a pivotal role in shaping the future of individuals and societies. The object of this research was to examine the perceptions of teachers and Head teachers regarding the feasibility of implementing peer assessment in Balochistan. Research question was What are the perceptions of teachers and Headteachers regarding the implementation of peer assessment in Balochistan? And the generated hypothesis was Teachers and Head teachers in Balochistan perceive peer assessment as a feasible method for assessing student learning. In Research methodology, qualitative and quantitative data was collected. Survey and interview data reveal generally positive but contextually nuanced perceptions of peer assessment feasibility among Balochistan’s teachers and head-teachers, Overall, 78 % of educators rated peer assessment as “feasible” or “highly feasible” within their classrooms, citing its low-cost nature and alignment with collaborative learning goals. However, feasibility ratings varied significantly by school leadership style: in institutions where heads practiced distributed leadership and involved staff in decision-making, feasibility jumped to 89 %; conversely, in more autocratic settings, only 54 % endorsed its practicality (t(38)=3.45, p < .01). So, it was recommended that peer assessment should be introduced in public schools.
perceptions of teachers and Headteachers
The Impact of Capacity Building on Organizational Efficiency: A Sectoral Comparison in Sindh's Universities
This study investigates the impact of training and capacity-building programs on employee performance and institutional efficiency in public and private sector universities of Sindh, Pakistan. Drawing upon Human Capital Theory and Institutional Development Theory, the research employs a quantitative survey design targeting faculty and administrative staff across both sectors. The findings reveal that training is positively perceived in terms of enhancing motivation, job commitment, and performance. However, correlation analysis indicates weak or statistically insignificant links between attitudinal improvements and actual performance outcomes. Public sector universities reported slightly higher benefits from training programs, possibly due to more standardized and policy-driven practices. The study highlights critical gaps in post-training application, performance tracking, and institutional support, which undermine the strategic effectiveness of training. The research concludes that training must be embedded within broader organizational reform strategies, and recommends the development of role-specific frameworks, follow-up mechanisms, and a Sindh-specific capacity-building policy.
Comparative Analysis of Leadership Practices in Public vs. Private Schools: A Phenomenological Study on Teacher Motivation and Student Achievement in Pakistan
With an emphasis on their effects on teacher motivation and student achievement, this qualitative study compares and critically analyzes leadership practices in Karachi, Pakistan's public and private secondary schools. based on semi-structured interviews with eight participants, including two public principals, two private principals, two public teachers, and two private teachers from two schools. Purposive sampling was used for the selection of participant based on specific characteristics. This study is based on phenomenological qualitative research type because participants have experience regarding study. From transactional and hierarchical leadership in public institutions to participative and transformational leadership in private schools, the study highlights significant disparities in leadership styles. According to thematic analysis through the semi structured interview, student learning outcomes, performance evaluation procedures, and teacher morale are all strongly impacted by leadership style. While their counterparts in public schools faced bureaucratic constraints, lack of acknowledgment, and little participation in decision-making, private school teachers reported greater engagement, decision-making participation, and professional growth opportunities. These results highlight the necessity of institutionally specific leadership development. The study ends by suggesting changes to enhance leadership quality, particularly in public education, through cross-sector learning, decentralization, and training.
Digital Transformation in the Education System of Sindh: Challenges, Opportunities, and Policy Implications
This study explores the complexities and prospects of digital transformation in the education system of Sindh, Pakistan—a region characterized by socio-economic inequalities, underdeveloped infrastructure, and cultural diversity. Employing a qualitative methodology framed within the interpretivist paradigm, the research draws on semi-structured interviews, focus group discussions, and document analysis to evaluate the current landscape of Information and Communication Technology (ICT) integration in Sindh’s public schools. The study focuses on four underrepresented districts—Hyderabad, Larkana, Badin, and Tharparkar—deliberately excluding Karachi to foreground rural and semi-urban perspectives. Key themes emerging from the analysis include infrastructural inequity, low teacher digital readiness, a lack of localized digital content, limited policy awareness, and a pronounced urban rural and gender digital divide. Teachers and administrators revealed limited access to internet, electricity, and training, especially in rural schools, leading to underutilization of digital tools. Many parents and students, while open to digital education, expressed concerns about language barriers and equitable access, particularly for girls. Despite these challenges, the study highlights promising practices such as tablet-based learning programs and the potential of community driven digital learning hubs. The findings expose critical gaps in the implementation of government and donor-led digital education policies, often hindered by poor communication, lack of monitoring, and cultural resistance. The study calls for targeted policy reforms, including infrastructure investment in rural areas, continuous teacher training, localized and culturally relevant digital content, and gender sensitive strategies. This research contributes to localized educational discourse by offering empirical insights from Sindh’s unique socio-cultural landscape and aims to guide inclusive, sustainable, and equity focused digital education policies. The findings are especially significant in the context of Pakistan’s efforts to meet Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education for all by 2030
Bridging the Gap: How Teaching Strategies and Institutional Support Drive Student Motivation in STEM
This quantitative correlation survey was designed to explore the relationship between teachers’ effective STEM teaching strategies and institutional support for students’ engagement and motivation in public secondary schools of Quetta, a city of Balochistan. By employing a simple random sampling method, 300 science subject teachers were selected for data collection. A self-structured questionnaire based on three sections, including demographic, institutional support (9 items), and teaching strategies (18 items), was developed, which was found to have strong reliability on Cronbach’s alpha (.987). The data was analyzed quantitatively by using simple linear regression and one-way ANOVA. The result reveals that there is a significant positive relationship found between teaching strategies and institutional support for students’ engagement and motivation (R² = 0.414, p < .001). Further, gender disparity was significant for institutional support (p = .004) only. The study suggests that strong teaching strategies not only enhance institutional support but can also improve STEM education through collaboration efforts of stakeholders who can provide resources, investment, and opportunities for teacher training.
Evaluating ICT Practices in Higher Education: A Quantitative Study Using the SABER ICT Policy Framework in Pakistan
This study aims to evaluate the integration of Information and Communication Technology (ICT) in the public sector universities of Pakistan using the World Bank’s SABER ICT Policy Framework. The research explores institutional practices across eight policy dimensions: vision and planning, infrastructure, teacher development, digital skills, learning resources, education management systems, monitoring and evaluation, and equity. A structured survey was administered to 80 faculty members across universities in the Punjab and Sindh. Descriptive statistics were run to examine patterns of ICT integration. Findings reveal fragmented and inconsistent practices, with weak performance in monitoring systems, professional development, and infrastructure. Institutions in the Punjab scored relatively higher, while universities in Sindh lagged behind. The recommendations direct policy actions to strengthen digital planning, equitable investment, and faculty capacity-building. The SABER ICT policy framework proved useful for benchmarking maturity and guiding reform in higher educational institutions for improvement. Comparative insights and regional disparities underscore the need for locally tailored digital strategies in higher education for future researchers.
Harnessing Artificial Intelligence for Educational Transformation in Sindh: Opportunities, Challenges, and Strategic Implementation
The integration of Artificial Intelligence (AI) in education has demonstrated transformative potential globally, yet remains underexplored in Pakistan, particularly in the province of Sindh. This study investigates the opportunities, readiness, and challenges of implementing AI-driven technologies in Sindh’s primary and secondary educational landscape. Utilizing a qualitative methodology, semi-structured interviews were conducted with stakeholders including teachers, administrators, ICT officers, EdTech professionals, and policy officials across urban and rural districts. Thematic analysis revealed six critical domains influencing AI adoption: conceptual ambiguity, potential to address equity, infrastructural constraints, digital competency, ethical concerns, and governance gaps. While the findings reflect enthusiasm for AI's role in personalized learning and administrative efficiency, systemic barriers such as poor connectivity, limited teacher training, and lack of coordinated policy frameworks persist. The study proposes a localized roadmap for AI integration and outlines future research directions including gender-sensitive AI design, longitudinal impact assessments, and policy innovation. These insights aim to inform evidence-based interventions for equitable, inclusive, and sustainable educational transformation in Sindh.
Bridging Global Standards and Local Classrooms: A Teacher Competency Framework for Sindh
The role of teachers in educational transformation is universally recognized. Countries like Finland and Singapore have demonstrated how structured competency frameworks can enhance teaching quality and system accountability. In contrast, the Sindh province of Pakistan continues to struggle with fragmented teacher preparation systems, insufficient professional development, and the absence of a localized competency framework aligned with global standards. This study addresses the need to contextualize UNESCO’s teacher competency frameworks within the public education landscape of Sindh. Adopting a convergent mixed-methods approach, the study collected data through 242 teacher surveys, 60 classroom observations, and 20 semi-structured interviews across six districts. It also involved document analysis of UNESCO frameworks, Pakistan’s National Professional Standards for Teachers (2009), and the Teaching License Policy (2023). Findings revealed considerable gaps between policy expectations and teaching practice, especially in digital pedagogy, formative assessment, and reflective teaching. Based on the convergence of global frameworks and empirical data, a nine-domain Sindh Contextual Teacher Competency Framework (SCTCF) was developed. The SCTCF offers a practical, scalable model to support teaching license implementation in Sindh. It reflects the complexities of local classrooms while aligning with international quality standards, and serves as a policy tool for curriculum planners, teacher educators, and regulatory bodies.
The Impact of Training on Human Productivity: Evidence from Public and Private Universities in Sindh
This study investigates the role of training in enhancing human productivity within public and private universities in Sindh, Pakistan. Grounded in Human Capital and Motivation Theories, the research employs a quantitative approach using structured questionnaires administered to 200 academic and administrative staff from ten selected universities. The study explores the relationship between training and various productivity indicators, including job performance, satisfaction, motivation, and skill development. Descriptive and inferential statistical techniques, including t-tests, correlation, and regression analysis, were used to assess sectoral differences and training effectiveness. Findings reveal that while private universities perceive stronger short-term performance gains from training, public universities demonstrate greater confidence in long-term productivity outcomes. A strong positive correlation (r = 0.910) was found between performance and skill development, and regression results indicated that performance and efficiency significantly predict personal growth traits. Despite sectoral contrasts, both university types acknowledged the critical role of training in fostering professional competencies and institutional efficiency. The results support the theoretical premise that structured and relevant training initiatives contribute substantially to human development in higher education. The study concludes with targeted recommendations for improving training design, delivery, and evaluation, emphasizing the need for policy alignment with institutional goals and employee needs.
Analyzing Reflections of Prospective Teachers about the Use of E-Learning resources for Self-learning in a Public Sector University of Rural Sindh
The aim of this study was to analyze the reflections of prospective teachers about the use of E-learning resources for self-learning in a public sector university of rural areas. E-learning plays a vital role in the teaching and learning process. E-learning provides opportunities for the students that they can learn their own. The use of e-learning and technology encourages the students for self-learning. Therefore, this study focused on the perceptions of prospective teachers about the usage of e-learning resources for self-learning. The objective of the current study was to share the reflections and experiences of prospective teachers (PTs) about the use of E-Learning while pursuing B. Ed degree and to highlight the difficulties which PTs come across during the E-learning process. The study was qualitative in nature and phenomenological approach was used in this study. The students at university B. Ed department were the population for this study. Data was collected through interviews. Ten (10) participants were selected for data collection by using purposive sampling technique. Thematic analysis approach was used for data analysis. The findings of study revealed that data emerged from thematic analysis indicate that reflections of PTs enjoyed their E-learning experiences and judge it pleasant and an opportunity for them to enhance their content and pedagogical knowledge. PTs frequently use online resources for their professional development in different domains of teacher education such as education policy, curriculum development, pedagogy and assessment. Nevertheless, PTs face certain difficulties such as very little space has provided them for searching in university hours because majority of B.Ed. courses are designed in face-to-face mode. Other issues include low internet, inadequate number of computers and space for students in computer labs and language issues to comprehend English language of articles. Due to distractions in the university computer lab, PTs face difficulties in maintaining their concentration. Owing to huge amounts of information available on the internet, it becomes difficult for PTs to identify and choose authentic online resources. The study recommends universities should increase the number of computers in the computer lab. Laptop facilities should be provided for senior students.
Emotional Intelligence in Education: A Catalyst for Effective Teaching and Learning
The use of EI in education has become one of the most critical determinants of instructional success and learners’ performance. This study explores the possibilities of utilizing EI as a tool for creating healthy learning environment, promoting the healthy relations between teachers and students, and increasing educational effectiveness. Theoretically and empirically informed, the paper analyses how education professionals foster student engagement and achievement through emotional intelligence and balanced cognition. An important point is made regarding the importance of EI in learning, academic achievement and psychological and social adjustment in today’s world. The study also points out what has not been adequately investigated in prior research, including the lack of educator-centered research on EI, and the effect of organizational culture on teachers’ sense of effectiveness. Recommendations are to incorporate EI-oriented training into the process of teacher training and curriculum development to meet the learner’s needs. This study means to fill these gaps and stress the need to create a new educational paradigm in which emotional growth is not less important than the cognitive one, which will help students and teachers be ready to face the future.
An Analytical Study of Relationship between Childhood Speech Therapy and Language Development
Speech and language therapy plays an important role in addressing communication disorders. It is particularly crucial during the early language development (ELD) phase, as timely intervention leads to improved outcomes. However, in developing countries such as Pakistan, awareness regarding speech therapy remains limited, especially concerning its impact during the ELD. In this study, children were categorized into two groups: one comprising 50% typically developing children with language delay (LD) and other consisting of 50% children with LSD and special needs. Each group was further divided into control and experimental subgroups. The experimental subgroups underwent targeted interventions designed to enhance specific perceptual skills, whereas the control subgroups continued with standard therapy as a baseline for comparison. Post treatment evaluations were conducted to measure the effectiveness of these treatments. The findings indicated significant improvement in the perception, recognition, discrimination, and expression of nouns among children in the experimental group. This research highlights the efficacy of structured intervention programs in speech therapy and underscores the importance of early intervention for children experiencing language development delays. Keywords: , ,, , .
Piloting Climate Literacy Course to Foster Education For Sustainable Development Among Catholic School Learners
This study aimed to develop and pilot a climate literacy course to foster Education for Sustainable Development (ESD) among Catholic school learners. The research adopted a qualitative approach, specifically participatory action research. It was conducted with grade 10 students from a Catholic Board of Education school in Karachi. Data collection methods included direct observation, reflective notes, and focus group discussions. A two-week climate literacy course comprising four subunits and ten lessons was designed. The primary findings revealed a significant gap in climate literacy and ESD among the learners. Despite the school’s emphasis on holistic education, students demonstrated a notable deficiency in understanding and engaging with climate-related topics. The study also highlighted the role of interactive and participatory methods in enhancing student engagement and confidence, aligning with global best practices in climate education. This gap challenges fostering environmentally responsible citizens capable of addressing global climate issues. The study underscores the urgent need for integrating climate education into school curricula to raise awareness and build future climate-resilient societies. Educational institutions are identified as key catalysts for nurturing environmental stewardship, emphasizing the importance of equipping students with the knowledge, skills, and motivation to engage with ecological issues. Keywords: , ,
Decoding the Information Discovery Patterns of Post-Graduate Students in Pakistan
In digitization, Information Retrieval (IR) seems to be an unavoidable element. Information on the World Wide Web is massively increasing and availing the required one, is getting difficult. People are approaching the internet with different techniques for retrieving their required digital information. The study focuses on the searching attitude and behavior of post-graduate students of one of the leading universities of Pakistan, The University of Karachi. This study focuses on their preference for required information, their methods of selection, their preferences, and the strategy used for content selection. The survey method was used to gather the data from respondents and then analyzed quantitatively. It was found from the results that postgraduate students prefer to get information from libraries and consult primarily books and journals for information. It brings clarity to the fact that many students still prefer to read print than online, reflecting the serendipity of the physicality of the book. In printed searching, they prefer citation searching, while in online, they go for browsing, title, and keyword searching. The most used search engine is Google and Google Scholar. The study will be significant in getting an insight into the information retrieval preferences of postgraduates during their research. It will be helpful for the institutions to design more digital literacy programs for scholars. It will also compare the search patterns of students in Pakistan with other international educational systems, bringing equal opportunities for scholars in developing states.
The Effectiveness of Career Guidance and Counseling Services in Secondary Schools: Evaluating Their Role in Enhancing Student Career Choices and Academic Success
Career guidance and counseling services (CGCS) in secondary schools are vital since they assist in the decision making process, academic achievements and employment opportunities of students. In the light of advancements and the overall extensiveness of the labor markets and specialization, the structured ways and means assist students to make the right choices logically on their education and career. This research therefore seeks to establish the extent to which the current career guidance programmes in secondary schools can influence students’ career confidence, academic performance and career possibilities. A cross-sectional design was used for the study through the use of questionnaires to gather data from 500 students, 50 career counselors, and 100 teachers on the impact of career counseling on the students’ academic and career choices. The studies show that the students receiving the career services were more confident in their career decisions, performed better academically and were more aware of their career prospects than the students who did not benefit from the services. Also important is the interaction with career counseling which also had positive effects on class performance and awareness of career choices. Despite these, it was evident that obstacles including few resources, few trained counselors, and parents' influence hindered the delivery of career counseling services. The findings show that career education should be included in the academic curriculum and made available to all students as well as improve career guidance systems to suit the current job market. These findings offer significant insight into how career guidance services could be enhanced for the benefit of the students, thus helping the educators, policymakers, and school administrators concerned with the welfare of their students as they plan for their future careers that would help them achieve success in life.
Impact of Education on Women Empowerment: Key to Sustainable Development in Pakistan
Education plays a pivotal role in the empowerment and sustainable development of the women. This research study examines the impact of education on women empowerment: Key to sustainable development in Pakistan. The objectives of the study were to identify the factors of women empowerment for sustainable development. Another objective was to examine the perception of respondents regarding their empowerment through education. The said study initiated in the Islamabad and women across Pakistan working in the ambit of Federal Directorate of Education, were taken as the population of the present study. The stratified random sampling technique was used for the collection of the respondents. A total of 1055 women were selected as population and the sample of 650 was taken as the sample of the study. The mix method technique was used for the collection of responses. The questionnaire and interview were used for the collection of data. This tool kit was developed based on theoretical framework and four major factors of the women empowerment was taken as: individual empowerment, psychological empowerment, Economic empowerment and Social Empowerment. There was a sub theme of all these factors, those were also analyzed through data analysis. The data was analyzed, based on the univariate and multivariate analysis. The findings of the study driven from the data analysis and based on that, conclusions were drawn. It was concluded that, the education of women is significantly affected for their empowerment and sustainable development in a country like Pakistan.