Voyage Journal of Educational Studies
type: channel
description: International Journal of Social Science & Enterpreneurship
publisher: Voyage Academic & Management Services
language: en
publication name: Voyage Journal of Educational Studies
issn: 2790-7163
items: Smart Assessment and Inclusive Learning: Rethinking Quality in Distance Higher Education
items: Educational Inequality and System Bottlenecks in Pakistan (2014–2023): Tri-Country Benchmarking Against India And Bangladesh
items: Building Assessment Literacy Among Faculty in Higher Education Institutions: Implications for Teaching, Learning, and Evaluation Practices
items: Obstacles Faced by Students in Pursuing Higher Education: A Quantitative Study in Karachi Universities
items: Teacher Licensing Reform in Sindh: Role and Impact of STEDA: An Analysis of Policy, Implementation, and Challenges
items: Role of Technology Integration in Professional Growth Among Female Teachers in Private Secondary Schools of Karachi: A Phenomenological Study
items: Enhancing Faculty Job Performance through Leadership Styles of Department Heads with a Mediating Role of Motivation
items: Challenges Parents Face in Inclusive Education of Their Children in Mountainous Region of Pakistan
items: Teachers` Use of Artificial Intelligence to Support Critical Thinking Skills in Private Secondary Schools` Learners: A Perceptual Study
items: Enhancing Institutional Capacity through Democratic Leadership: A Cross-Sectoral Educational Study in Public and Private Institutions in Karachi Central and East.
items: Challenges Faced by Students in Pursuing Arts-Based Education in Pakistan
items: Impact of Servant Leadership on Teachers’ Instructional Delivery and Learning Environment at Secondary School Level
items: Validation of Abusive Supervision Scale: Evidence from School Teachers of Australia
items: STEM Education in Pakistan: A Gender-Based Perspective
items: The Role of STEM Competitions, Robotics Challenges, and Coding Hackathons in Enhancing Student Motivation, Teamwork, and Innovation Skills in Higher Education
items: A Comparative Analysis of Gender Representation in Sindh Textbook Board’s Grade 11 Old and Revised Editions English Textbooks
items: Redefining Power: Women’s Transformative Leadership in South Asian Education and Culture
items: Impact of Civic Knowledge on Citizenship Practices at Higher Education Level in Punjab
items: Development and Validation of Organizational Citizenship Behavior Questionnaire
items: Equity in STEM Education: The Impact of Socioeconomic Status and Digital Divide on Student Participation
items: Challenges, Opportunities, and Implications for Teacher Education in District Rahim Yar Khan
items: Investigating The Correlation Between School Culture and Social Behavior Among Students in Punjab’s Public Secondary Schools
items: Exploring Teachers Perceptions Regarding Possibilities and Potentials to Integrate Environmental Education in University Curriculum
items: Excessive AI Use: Effect on Perceived Self Efficacy and Self-Concepts Clarity
items: Impact Of Entrepreneurship Education On Students’ Innovation Capabilities: A Quantitative Analysis Of University Entrepreneurship Programs
items: Investigating the Impact of Principals' and Teachers' Involvement in Curriculum Development and its implementation in District Quetta
items: AI in Higher Education: Usage, Perceptions, and Ethics at BUITEMS
items: A Study on the Role of Value-Based Education in Promoting Morality Among University Students
items: Youth Development through Life Skills-Based Education (LSBE) in Sindh: Indigenous Approaches for Teacher, School, and Community Empowerment through Customized Training
items: Role Social Media Platforms in Enhancing Interaction and Communication among University Students

Smart Assessment and Inclusive Learning: Rethinking Quality in Distance Higher Education
type: item
description: The growth of distance learning in Pakistan has brought to the fore a severe requirement of proper assessment practices that can guarantee quality of education and inclusively. The paper explores how the use of smart assessment practices can support perceived quality assurance and inclusive distance higher education learning. To gather data, a quantitative research design was used with the instruments being structured questionnaires filled by administrators (n=40), faculty members (n=110) and students (n=250) via a stratified random sampling method from AIOU and VU, Pakistan. The variables were measured using the instruments that included smart assessment practices, inclusive learning, and perceived quality assurance on a 5-point Likert scale. The major attributes were analyzed in terms of their relationships and descriptive statistics and correlation analyzed and regression performed. The results show that smart assessment practices have been found to have a strong relationship with perceived quality assurance and inclusion in learning, where the administrators have seen the most compatibility between policies and the students perceive variability in assessment experiences. The results of regression supported the hypothesis that the smart assessment practices are very strong predictors of perceived quality and inclusiveness with variable percentages of 47 and 43, respectively. The paper highlights the relevance of technology-enabled, outcome-focused, and learner-centered methods of assessment in enhancing the quality assurance and promoting fair learning in distance higher education. Policy implications, faculty development implications, and institutional practice implications have been discussed in an attempt to facilitate uniform application at Pakistani universities. Keywords: , , , , , , .
subject: Articles
  topic: section
subject: Smart Assessment
  topic: keywords
subject: Distance Learning
  topic: keywords
subject: Inclusive Learning
  topic: keywords
subject: Quality Assurance
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Pakistan
  topic: keywords
subject: Outcome-Based Education
  topic: keywords
creator: Ambreen Haqdad
creator: Muhammad Ibrahim Langraw
creator: Muhammad Asif Chaudhry
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-30
publication date: 2026-03-30
starting page: 157
ending page: 171
doi: 10.58622/ag4njt19

Educational Inequality and System Bottlenecks in Pakistan (2014–2023): Tri-Country Benchmarking Against India And Bangladesh
type: item
description: This paper examines the institutional bottlenecks which still impede the process of education in Pakistan. The discussion is based on secondary data. It is a comparison of performance on indicators of access, enrolment, infrastructure, and institutional capacity and chosen benchmarks between 20142015 and 20222023 between India and Bangladesh. Results indicate that out-of-school among children aged 5-16 years decreased by 9.2 points (47.3 to 38.1) which are low improvements. Significant urban–rural disparities persist. Urban pre-primary enrolment increased significantly, with boys’ enrolment by 30% and girls’ by 28%, while rural pre-primary enrolment declined, indicating weakening access to early education. Girls’ enrolment at the middle level increased, particularly in rural areas, suggesting improvement with availability. Capacity remains uneven: 168,241 primary schools compared with only 9,004 higher-secondary institutions and 247 universities create a steep educational pyramid that constrains post-primary progression. The study concludes with stage-specific policy recommendations aimed at strengthening lower secondary retention, minimum infrastructure standards and post primary outcomes.
subject: Articles
  topic: section
subject: Pakistan
  topic: keywords
subject: education
  topic: keywords
subject: out-of-school children
  topic: keywords
subject: rural
  topic: keywords
subject: infrastructure
  topic: keywords
subject: dropout
  topic: keywords
subject: comparative analysis
  topic: keywords
creator: Taha Naseem
creator: Rimsha Naseem
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 139
ending page: 156
doi: 10.58622/rfvphd75

Building Assessment Literacy Among Faculty in Higher Education Institutions: Implications for Teaching, Learning, and Evaluation Practices
type: item
description: Assessment literacy has become a key factor of quality instruction, student learning and effective assessment in institutions of higher learning. Despite the fact that most policies emphasize on outcome-based education, assessment in most universities in the public sector is mainly traditional and exam-oriented. The study aims at exploring the assessment literacy of the faculty members and the implication of the same on the teaching, learning and evaluation processes in the identified public sector in the universities. The mixed-method approach of the research was adopted, as qualitative and quantitative for obtaining of the information. The participants were 75 faculty, working from lecturer to professor and also on the administrative position of the dean and directors. The quantitative data was analyzed with descriptive statistics and the qualitative data with the help of a thematic analysis to provide the data with a contextual richness. The results indicate that the faculty members have moderate assessment literacy levels with a good conceptual awareness but poor practical use. Even though majority of the respondents (75 percent) confessed to the importance of assessment in learning of students, only 40 percent of the respondents indicated that they employed different types of assessment on a regular basis. Further, 45 percent of the respondents were formally trained and 70 percent of the respondents mentioned absence of formal training and resources as a major challenge. It is also revealed that it is highly reliant on the traditional teaching and assessment methods with a slight application of formative and use of technology enhanced practices. Attitudes of faculty towards the use of digital tools were favorable though without proper training and institutional support, it is hard to implement properly. It is concluded that the assessment literacy of faculty in universities in the public sector is emerging but inadequate to support modern and student centered t…
subject: Articles
  topic: section
subject: Assessment Literacy
  topic: keywords
subject: Higher Educational Institutional
  topic: keywords
subject: Teaching
  topic: keywords
subject: Learning
  topic: keywords
subject: Evaluation
  topic: keywords
creator: Ambreen Haqdad
creator: Saad bin Zafar
creator: Muhammad Ibrahim Langraw
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 104
ending page: 121
doi: 10.58622/p7naga89

Obstacles Faced by Students in Pursuing Higher Education: A Quantitative Study in Karachi Universities
type: item
description: Higher education is very important in the development of an individual and a nation, but the students in developing nations encounter several challenges that restrict their academic advancement. While previous studies have examined isolated challenges, there is limited empirical research integrating multiple dimensions of obstacles within the context of Pakistani universities. This paper fills this gap by offering a detailed quantitative study of the challenges to students in chosen universities in Karachi. A sample of 60 students was then given a structured questionnaire which was analyzed using descriptive statistics, Chi-square and correlation analysis. The results show that the biggest obstacle is the financial barriers since 92% of the interviewees indicated that they had financial troubles ( 2 =85.90, p under 0.05). The statistical significance of learning obstacles (85%, χ 2 = 70.30) and research challenges (85%, χ 2 = 64.20) is also significant. The correlation analysis also shows that these barriers are very interdependent. The research finds that challenges to higher education are multidimensional and systemic, and demand combined policy solutions that address both financial aid, academic readiness, and structural changes to improve student achievement.
subject: Articles
  topic: section
subject: Developing Nations
  topic: keywords
subject: academic advancement
  topic: keywords
subject: academic readiness
  topic: keywords
creator: Nazia Aman
creator: Shagufta Shahzadi
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 117
ending page: 138
doi: 10.58622/f1a3z255

Teacher Licensing Reform in Sindh: Role and Impact of STEDA: An Analysis of Policy, Implementation, and Challenges
type: item
description: The licensing of teachers is one of the most important policy tools that can be used to improve the quality of education and professionalization of teaching directly in line with Sustainable Development Goal 4, which focuses on inclusive and equitable quality education. In Pakistan, Sindh has a first mover advantage with regard to operationalizing formal Teaching Licensing Policy framework through the Sindh Teachers Education Development Authority (STEDA). This paper is critically examining the framework design, execution and initial results of the Teacher licensing policy in Sindh, largely centering on the capacity of institutions, gaps in implementation, equity and scaling issues. The methodology of the study is a qualitative approach of policy analysis complemented with descriptive quantitative data, based on the secondary data, administrative records, and outcomes of the first licensing test. Methodology used in the study was qualitative policy document analysis, SWOT, and review of comparative policies with regional and international models. The evidence indicates that despite the policy providing a clear regulatory framework and establishing transparency and standardization in teacher certification, the overall pass rates remain low, there are still considerable disparities between urban and rural regions, unequal incentives by the targeted cadres, inadequate preparation and professional development services, and weak monitoring procedures. When compared to regional and international licensing models, it can be seen that it is in alignment with global best practice as well as having significant contextual gaps. The study concludes that teacher licensing in Sindh is a significant structural reform, but in order to guarantee sustainability, inclusivity and a significant influence on teaching quality, it is necessary to systematically strengthen capacity building, incentive alignment, operational clarity, and continuous professional development.
subject: Articles
  topic: section
subject: Teaching License Policy
  topic: keywords
subject: White Paper
  topic: keywords
subject: STEDA
  topic: keywords
subject: Continuous Professional Development
  topic: keywords
subject: Standardizing Teaching
  topic: keywords
creator: Sadaf Raheem
creator: Aftab Ahmed Shaikh
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-30
publication date: 2026-03-30
starting page: 104
ending page: 116
doi: 10.58622/p2kfaw74

Role of Technology Integration in Professional Growth Among Female Teachers in Private Secondary Schools of Karachi: A Phenomenological Study
type: item
description: This study seeks to understand the role of technology integration in the professional growth of female teachers in private schools in the city of Karachi by exploring their lived experiences, perceptions and meaning related to the use of digital tools in their professional lives. A phenomenological research design was used in this study to examine how female teachers in private secondary schools of Karachi address professional growth through technology integration. Semi-structured interviews were conducted through a purposive sampling technique with 6 female secondary teachers. In order to achieve a more insight into the perception of participation, data were analyzed with Braun and Clarke’s six-phase thematic analysis. The results showed four interdependent themes, such as lived tensions in technology integration and undermining forces on professional identity. The research paper emphasizes the role of technology integration, infrastructure, and professional growth of female teachers. This paper contributes to the limited qualitative research on gendered experiences of teaching in the Pakistani Private education system by giving a voice to female teachers in the context of South Asia. To ensure that female teachers can work in sustainable professional environments, the findings offer practical implications for policy-makers, gender-responsive leadership and the teacher support system.
subject: Articles
  topic: section
subject: Female Teachers
  topic: keywords
subject: Private Secondary School
  topic: keywords
subject: Professional Growth
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Technostress
  topic: keywords
creator: Taskeen Aurangzeb
creator: Saba Shabbir
creator: Najmonnisa Khan
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 88
ending page: 103
doi: 10.58622/6m37wm31

Enhancing Faculty Job Performance through Leadership Styles of Department Heads with a Mediating Role of Motivation
type: item
description: One of the major factors that determine the job performance of faculty working in higher education institutions is the leadership style of the heads of departments, but the motivational processes involving the leadership styles of the department heads to the job performance of the teachers in the Pakistani universities are still not well examined. This paper examined how transformational leadership style, transactional leadership style, and laissez faire leadership style of head of the department affect job performance of teachers in the universities in Lahore district by using motivation as a mediating factor. This study was conducted following descriptive, quantitative, causal comparative design using a cross sectional survey of 200 university teachers (100 publics and 100 private), selected using multi stage sampling technique. The Multifactor Leadership Questionnaire (MLQ; alpha = 0.86), Job Performance Scale (alpha = 0.89), and the Teachers Intrinsic and Extrinsic Motivation Questionnaire (alpha = 0.88) were administered and used for data collection. Data analysis was done using one-way ANOVA and structural equation modeling (SEM). Research findings affirmed that transformational leadership has the greatest positive influence on faculty job performance over transactional and laissez faire style, which yielded significant findings. The SEM mediation analysis showed that motivation partly mediated the relationship between leadership style and job performance. Transformational leadership had a positive effect on motivation that had a strong correlation with job performance, and laissez faire leadership repressed motivation. Both null hypotheses were rejected. These results will have great implications on the leadership development programs of the heads of the departments in Pakistani universities.
subject: Articles
  topic: section
subject: Leadership Styles
  topic: keywords
subject: Motivation
  topic: keywords
subject: Faculty Job Performance
  topic: keywords
subject: Pakistani Universities
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Ms. Fariha Jabeen
creator: Misbah Malik
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-31
publication date: 2026-03-31
starting page: 70
ending page: 87
doi: 10.58622/639ke606

Challenges Parents Face in Inclusive Education of Their Children in Mountainous Region of Pakistan
type: item
description: Inclusive Education is an important human right. Inclusion is a concept that views children with disability as true full-time participants and members of their neighbourhood schools and communities. In Gilgit-Baltistan, a mountainous region in the North of Pakistan, the landscape of exclusion is physical, societal, institutional, and encoded in the very architecture of belief, that mark disability as misfortune. The barriers are not just concrete but cognitive and stigma replaces support. How parents view disability matters, if disability is not seen as a different way of learning but as a full stop. This study explores the challenges parents face in the schooling process of their children with disabilities and investigates the grip of social stigma on educational exclusion. Total participants were 40, including teachers, parents, and community members from diverse backgrounds across Gilgit-Baltistan. Data collected through self-structured, semi-structured interview guides and FGD protocols. Checklists to assess teaching and learning in classrooms and school settings for accessibility through structured observations were also developed and applied. Thematic analysis was conducted. Results show that for many children with disabilities, simply being present in school is an achievement. Their presence in classrooms is passive, with less peer interactions. Certain parents praised educators who exceeded expectations, while others perceived that their children were completely overlooked by the schools. Negative perceptions of disability within their communities were among the biggest barriers to education. Cultural traditions and beliefs significantly impact the development of perceptions. Awareness programs run by NGOs and schools transformed community attitudes. The study also revealed how gender norms intersect with disability, creating double discrimination for girls. The study concluded that understanding how participants perceive inclusive education helps explain wh…
subject: Articles
  topic: section
subject: Children with Disabilities (CWD)
  topic: keywords
subject: Inclusive Education (IE)
  topic: keywords
subject: Parents
  topic: keywords
subject: Mountainous region of Pakistan
  topic: keywords
creator: Kausar Parween Malik
creator: Shahida Sajjad
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-28
publication date: 2026-03-28
starting page: 55
ending page: 69
doi: 10.58622/g90fna18

Teachers` Use of Artificial Intelligence to Support Critical Thinking Skills in Private Secondary Schools` Learners: A Perceptual Study
type: item
description: This qualitative study examined the perceptions and practices of private secondary school teachers regarding Artificial Intelligence (AI) and its role in supporting the critical thinking of secondary school learners. The study also examined the influence of classroom practices on students' critical thinking. This research adopts a perceptual approach to investigate how teachers use AI in their classroom practice. This research study was conducted in three private secondary schools in Karachi, and data were collected from six teachers via individual semi- structured interviews. The findings indicated that the majority of the participants felt that the use of AI supported students' critical thinking. However, some participants felt that overreliance of AI use may make students dependent, it may hinder enhancing students critical thinking skills. However, it was also revealed that students took much interest when teachers used AI in teaching and learning process. Recommendations on the basis of findings include that the department of education at the provincial level should endeavor to elevate teachers’ awareness to use AI in the classroom to support students’ critical thinking. It is also recommended that curriculum developers and policy makers should design some ethical rules in using AI in teaching and learning process.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Critical Thinking
  topic: keywords
subject: Critical Thinking Skills
  topic: keywords
subject: Learning, Secondary School
  topic: keywords
creator: Nabeela Kanwal
creator: Roman Bernard Rodrigues
creator: Professor Dr. Najmonnisa Khan
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-27
publication date: 2026-03-27
starting page: 36
ending page: 54
doi: 10.58622/e391v673

Enhancing Institutional Capacity through Democratic Leadership: A Cross-Sectoral Educational Study in Public and Private Institutions in Karachi Central and East.
type: item
description: The current quantitative study looks into the role of democratic leadership on institutional capacity, resource management within the context of both the public schools and the private schools as well as the university in the Central district and East district of Karachi. This study has been conducted on six institutions (one school, one college, and one university in each sector). The survey was conducted in a structured way, where 120 respondents were surveyed, with them being principals, administrators and teachers. We employed SPSS to determine the relationship between effective resource management, which is one of the measures of institutional capacity and democratic leadership practices. There is a high positive correlation of the results, particularly in the case of the private institutions. The situation was also better in the public institutions as they became more democratic but had more structural barriers. The paper concludes that participatory leadership is able to improve the operations and performance of learning institutions. Its policy recommends participatory governance and leadership training.
subject: Articles
  topic: section
subject: Democratic leadership
  topic: keywords
subject: institutional capacity
  topic: keywords
subject: resource management
  topic: keywords
subject: public vs. private education
  topic: keywords
subject: SPSS analysis
  topic: keywords
subject: Karachi
  topic: keywords
creator: Dr. Shumaila Aqeel,
creator: Abeera Ahmed
creator: Sehrish Rehman
creator: Areesh Sultana
creator: Gulzar Mehar Ali
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-27
publication date: 2026-03-27
starting page: 20
ending page: 35
doi: 10.58622/1maymq31

Challenges Faced by Students in Pursuing Arts-Based Education in Pakistan
type: item
description: Art education has been continuously resisted, especially in Pakistan. Firstly, a segment of parents feel that the profession of art will not give a decent income to their child; they prefer engineering, medicine, business studies, and in the present times, computers and IT. Also, the religious segment condemns figurative and performing art. Our education policy also didn’t give much importance to art; the subject of drawing is considered of less value, with art teachers not properly trained (Vandal, 2004). This paper is an attempt to create awareness of art and to inform parents and the general masses of its importance. The Methodology of the paper was done by consulting books written about or by senior artists, designers, architects and teachers of the arts. Also, published papers have been consulted to look at local/ inland as well as the global and international perspectives from online journals on the teaching of the arts. The qualitative method of study has been adapted, and thirty-four art design students were interviewed from the following institutions: 1. Indus Valley School of Art and Architecture, 2. School of Visual and Performing Arts (SOVAPA), Arts Council of Pakistan, Karachi, 3. Karachi School of Art, and 4. ZVMG Rangoonwala Community Centre. The students expressed two concerns that they faced; 1. Some said that their parents were uncomfortable; reasons are mentioned in detail in the paper, 2. Financial constraints, as art education requires a continuous requirement of expenses incurred during the course duration. Still, the present situation is positive and encouraging as art education has a vide canvas and there are plenty of opportunities of art and design graduates in today’s day and age. Also, it is mentioned in this paper that there are quite a few institutions and NGOs’ that support students financially and in other matters also, which makes their initial journey comfortable.
subject: Articles
  topic: section
subject: Arts-Based Education
  topic: keywords
subject: Socio-Cultural Barriers
  topic: keywords
subject: Economic Constraints in Education
  topic: keywords
subject: Creative Education in Pakistan
  topic: keywords
creator: Mazhar Ali Nanjiani
creator: Dr. Syeda Rakhshanda Kaukab
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2026-03-27
publication date: 2026-03-27
starting page: 1
ending page: 19
doi: 10.58622/xj3c6a82

Impact of Servant Leadership on Teachers’ Instructional Delivery and Learning Environment at Secondary School Level
type: item
description: The current study intends to explore the involvement of secondary school heads as servant leaders with research objectives:, i) To find out the impact of servant leadership on Instructional Delivery, ii) To investigate the impact of servant leadership on Learning Environment. The study was descriptive with the quantitative method and a survey design. There were 399 out of 4998 secondary school teachers in the sample through simple random sampling. Two questionnaires were used for this study. The respondents were the same for both questionnaires. Questionnaires were validated through subject matter expert opinion and found reliable after pilot testing with Cronbach Alpha reliability of 0.856 and 0.858, respectively. The data was analyzed through SPSS version 21 using descriptive statistics (Mean and Standard deviation) for perception regarding involvement and inferential statistics, linear regression for the impact of servant leadership on teachers’ Instructional Delivery and Learning Environment. The data indicated that servant leadership has an impact on teachers’ Instructional Delivery with P= .017 and Learning Environment with P= .014
subject: Articles
  topic: section
subject: Servant leadership
  topic: keywords
subject: Teachers' professional development
  topic: keywords
subject: Instructional delivery
  topic: keywords
subject: Learning environment
  topic: keywords
subject: Secondary school teachers
  topic: keywords
creator: Muhammad Aziz
creator: Dr. Zafar Khan
creator: Muhammad Farooq Javed
rights: Copyright (c) 2026 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 83
ending page: 103
doi: 10.58622/sb8vve70

Validation of Abusive Supervision Scale: Evidence from School Teachers of Australia
type: item
description: This research aims to validate multi-dimensional abusive supervision scale in the Australian context. Two separate instruments were adapted and data were collected from the school teachers in Perth, Melbourne, Adelaide and Sydney at three different times. Final sample comprised of 429 respondents from Perth, 448 respondents from Melbourne, 424 respondents from Adelaide and 451 respondents from Sydney. Confirmatory Factor Analysis and Multiple Regression analyses were used for analysing the data. Results suggested that multi-dimensional abusive supervision scale is a robust instrument and is valid in the Australian context as well. In this regard, it should be noted that the instrument is found to be valid in all four Australian cities namely Perth, Melbourne, Adelaide and Sydney.
subject: Articles
  topic: section
subject: Credit Stealing
  topic: keywords
subject: Yelling
  topic: keywords
subject: Belittling Behavior
  topic: keywords
subject: Scapegoating and Abusive Supervision
  topic: keywords
creator: Muhammad Muzammil Ghayas
creator: Umar Sadiq
creator: Rubina Jabeen
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-12-30
publication date: 2025-12-30
starting page: 70
ending page: 82
doi: 10.58622/vb9zgc65

STEM Education in Pakistan: A Gender-Based Perspective
type: item
description: In Pakistan, women are significantly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields, despite their crucial role in national development. This study investigates the factors influencing women's decisions to pursue STEM education at universities in Karachi, addressing disparities and suggestions to reduce gender equality. Employing a quantitative methodology, the research surveyed 80 female STEM students from public and private universities in Karachi using stratified random sampling. Data was collected focusing on reasons for choosing STEM, support systems, and challenges. The findings reveal that while a majority of female students (69%) choose STEM disciplines due to personal interest and intellectual growth, external influences such as parental pressure (14%) and cultural expectations persist. Fathers (34%) and teachers are primary sources of encouragement. Key challenges include a significant lack of awareness and access to mentorship programs (84% were unaware), pervasive gender bias (39% identified it as a top employment barrier), and familial expectations prioritizing early marriage. The study concludes that enhanced support systems, targeted awareness initiatives for parents, robust mentorship programs, and inclusive policy interventions are urgently needed to advance gender equality in STEM education and careers in Pakistan.
subject: Articles
  topic: section
subject: Women in STEM
  topic: keywords
subject: gender equality
  topic: keywords
subject: Mentorship
  topic: keywords
subject: Family support
  topic: keywords
subject: Culture
  topic: keywords
subject: Social barriers
  topic: keywords
creator: Maida Mumtaz
creator: Shagufta Nasreen
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 51
ending page: 69
doi: 10.58622/112bmr09

The Role of STEM Competitions, Robotics Challenges, and Coding Hackathons in Enhancing Student Motivation, Teamwork, and Innovation Skills in Higher Education
type: item
description: In this paper, the authors will discuss how attending an event around STEM, robotics, or computing, and hackathons helps to develop higher education students’ services around soft skills like teamwork, leadership, creativity, and problem-solving. By use of a mix parenthesis, both the quantitative survey method as well as the qualitative reviews, the research intends to explore and conclude about the role such extracurricular activities play in supporting the development of the student technical strengths, in addition, to fostering, the growth of the critically interpersonal skills. As the results of the research of 200 participants among the students prove, all four soft skills increased significantly, and it is only natural that teamwork and problem-solving skills have been found to improve the most. The study is also concerned with the differences in the development or learning of soft skills in the various cohorts of people following gender, discipline of education or field, and frequency of the participation. The findings demonstrate the importance of encouraging STEM competitions in curricula of higher learning institutions so as to enable learners to develop skills that can guide them in their institutions and places of work. Such measures also not only provide students with technical know-how hence training them to work in a current labor force where teamwork, creativity and leadership are highly appreciated.
subject: Articles
  topic: section
subject: STEM competitions
  topic: keywords
subject: Robotics challenges
  topic: keywords
subject: coding hackathons
  topic: keywords
subject: soft skills
  topic: keywords
subject: teamwork
  topic: keywords
subject: leadership
  topic: keywords
subject: problem-solving
  topic: keywords
subject: creativity
  topic: keywords
subject: higher education
  topic: keywords
subject: skill development
  topic: keywords
creator: Zahid Hussain Sahito
creator: Farzana Jabeen Khoso
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 31
ending page: 50
doi: 10.58622/wckd5721

A Comparative Analysis of Gender Representation in Sindh Textbook Board’s Grade 11 Old and Revised Editions English Textbooks
type: item
description: Gender representation in the textbooks has great influence on the how students perceive gender and societal norms. The present study comparatively analyzes gender representation in the old and revised editions of the Grade 11 English textbook published by the Sindh Textbook Board. By employing the theoretical frameworks of Critical Discourse Analysis (CDA) along with Feminist Critical Pedagogy (FCP), this study investigates how gender roles are constructed and to which extent these constructed identities are either reinforced or challenged in these textbooks. The results shows that, visuals in the old edition mostly feature male figures, but the revised edition reflects some inclusivity with 77.8% males and 22.2% females. As for the occupational roles, in both editions male characters are highly dominated; only a small fraction 16.7% female characters were represented in professional roles. The qualitative analysis reveals that old edition strengthens the stereotypical beliefs by associating adjectives like authoritative, daring etc to males and silent ,lovely to females portraying them submissive, emotional and weak. However, in the revised edition there is an increased female visibility and inclusion in educational and occupational context. Yet, the male dominance in roles of management and authority still persists which impacts learners thinking, career choices, and their understanding of societal norms. The findings highlight the need for textbook revisions that adopt an empowered and diverse gender representation. This research further expands its discussion on broader educational reforms.
subject: Articles
  topic: section
subject: Gender Representation
  topic: keywords
subject: Stereotypes
  topic: keywords
subject: Male Dominance
  topic: keywords
subject: English Textbook
  topic: keywords
creator: Marium
creator: Qurat-ul-Ain
creator: Sajjad Rasool
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 16
ending page: 30
doi: 10.58622/9qkd4f72

Redefining Power: Women’s Transformative Leadership in South Asian Education and Culture
type: item
description: This study investigates the gap between the recommended curriculum and the curriculum teachers deliver in classrooms. It identifies the causes of this gap and offers practical guidance for stakeholders. The study focuses on six female secondary school teachers working as coordinators in a private school in Karachi. It uses online interviews and a semi structured questionnaire to collect primary data. The study finds a clear gap between the recommended curriculum and the taught curriculum. The teachers report limited resources, time pressure, and administrative workload that restrict implementation. They describe the recommended curriculum as a document that rarely fits classroom realities. The study calls for targeted teacher training, clear and realistic curriculum guidelines, and supportive school policies that help teachers implement the recommended curriculum effectively.
subject: Articles
  topic: section
subject: Female Leadership
  topic: keywords
subject: South Asia
  topic: keywords
subject: Educational Equity
  topic: keywords
creator: Ali Raza Lashari
creator: Kifayat Ali Larik
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 15
doi: 10.58622/x51vyg15

Impact of Civic Knowledge on Citizenship Practices at Higher Education Level in Punjab
type: item
description: This study examines the influence of civic knowledge on citizenship practices among higher education students in Punjab, Pakistan. Civic knowledge plays a pivotal role in shaping democratic values, responsibility, and engagement. The research adopted a quantitative approach, surveying students from various universities through a multi-stage sampling method. Data was gathered using the Civic Knowledge Scale (CKS) and Citizenship Practices Scale (CPO), followed by statistical analysis using SPSS. The findings reveal no significant gender differences in either civic knowledge or citizenship practices. A moderate positive correlation (r = 0.531) was found between civic knowledge and citizenship practices, with civic knowledge explaining 28.2% of the variance in citizenship behavior. Based on these results, the study recommends integrating classroom learning with community-based projects, emphasizing interactive civic pedagogy, and designing multi-component civic programs that incorporate knowledge, skills, and participation pathways. Additionally, future research should explore the evolution of civic knowledge and its impact on active citizenship through longitudinal studies.
subject: Articles
  topic: section
subject: Civic Knowledge
  topic: keywords
subject: Civic Practices
  topic: keywords
subject: Religious Prejudice
  topic: keywords
subject: Social Justice
  topic: keywords
creator: Waqar Ali
creator: Shehzad Ahmed
creator: Muhammad Tahir Khan Farooqi
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 220
ending page: 236
doi: 10.58622/s4tb7p30

Development and Validation of Organizational Citizenship Behavior Questionnaire
type: item
description: The purpose of this study was to develop and validate an organizational citizenship behavior questionnaire. A 30-item questionnaire with five categories was created after a thorough literature analysis of the foundational studies and models on organizational citizenship behavior. Expert opinions were used to guarantee the questionnaire's content validity. 90 teachers from public universities participated in a pilot research to provide input on the reliability, comprehension, and clarity of the language. The questionnaire's validity was demonstrated by its alpha level of 0.72, which was based on data from pilot testing. The researchers later gathered data from 1255 teachers from public universities in Lahore. The five dimensions' alpha reliability ranged from 0.83 to 0.88, while the 30 items' overall internal consistency was 0.95. Exploratory factor analysis produced five subscales such as Conscientiousness, Sportsmanship, Civic Virtue, Courtesy, and Altruism. All five of the questionnaire's dimensions showed significant positive relationships with one another. Confirmatory factor analysis confirms that the items are highly reliable indicators of their respective constructs, providing strong evidence of scale validity. The findings suggested evidence of validity and reliability of the Organizational Citizenship Behavior questionnaire that can be used in university settings. Keywords: , , , , ,
subject: Articles
  topic: section
subject: Organizational Citizenship Behavior
  topic: keywords
subject: Conscientiousness
  topic: keywords
subject: Sportsmanship
  topic: keywords
subject: Civic Virtue
  topic: keywords
subject: Courtesy
  topic: keywords
subject: Altruism
  topic: keywords
creator: TAYYABA
creator: Muhammad Akram
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 202
ending page: 219
doi: 10.58622/kbc8jp94

Equity in STEM Education: The Impact of Socioeconomic Status and Digital Divide on Student Participation
type: item
description: The current work research problem is to investigate how socioeconomic factors (SES), internet access as well as availability of resources influence the attendance and achievement of students in STD (Science, Technology, Engineering, and Mathematics) learning as the means of overcoming the challenges to the equality of access and recommend the trimming of solutions to embrace inclusiveness. The survey was conducted on 500 students located in various institutions of learning and a combination of survey and semi-structured interviews offered so as to obtain both qualitative and quantitative information. Their results indicate the existence of a massive disparity regarding STEM involvement, in the case of unequal access particularly on the background of the low SES group, the rural areas, and students who have insufficient access to central computers. Compared to students with higher SES background and places with higher access to digital time-savers, students with these groups are less involved and performing in courses and subjects in STEM related fields. Also, access to resources, including quality teachers and laboratory equipment and extracurricular STEM programs used to prove a determinant in the STEM academic achievement. Gender and racial differences also have terms, which underrepresents the people that do not fall into the set eligible categories (women and minority) in the field of STEM. To the improvements, the specified study proposes certain intervention logics such as the accessibility of digital lights enhancement, mentorship, quality improvement in practices of teachers, and equal resource distribution to bridge the gap and reach a high inclusivity of STEM studies.
subject: Articles
  topic: section
subject: STEM education
  topic: keywords
subject: socioeconomic status
  topic: keywords
subject: resource availability
  topic: keywords
subject: academic performance
  topic: keywords
subject: educational equity
  topic: keywords
subject: rural-urban disparity
  topic: keywords
subject: gender disparities
  topic: keywords
subject: racial disparities
  topic: keywords
subject: educational interventions,
  topic: keywords
creator: Farzana Jabeen Khoso
creator: Zahid Hussain Sahito
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 182
ending page: 201
doi: 10.58622/z4h1x027

Challenges, Opportunities, and Implications for Teacher Education in District Rahim Yar Khan
type: item
description: This informative study aims to explore the challenges, opportunities, and implications for teacher education in District Rahim Yar Khan. The primary purpose of the study was to: identify the main challenges of teacher education programs, including gender-related issues, discover opportunities, examine the effects on the quality of education, and suggest implications for betterment. The objectives of the research were met by using a descriptive, quantitative design. A structured questionnaire comprising 50 items was used to collect the data, and SPSS was used for analysis. A sample of 250 secondary school teachers from Rahim Yar Khan participated in the study. The findings revealed significant impediments like inadequate resources, traditional methods of instruction, and a gender imbalance in teacher training. Based on the analysis and discussion, the study offers several implications such as creating paths to professional development, providing practical training, updating the curriculum, upgrading the resources and facilities, promoting gender equality, making advanced policies and their quick execution for supportive institutional services, quality of education, and effective teacher education in the district. To conclude, 80.8% of the respondents considered digital tools to be a major opportunity for improving training at all levels, and 87.6% called for collaboration with experienced teachers.
subject: Articles
  topic: section
subject: Teacher Education
  topic: keywords
subject: Challenges
  topic: keywords
subject: Opportunities
  topic: keywords
subject: Implications
  topic: keywords
subject: District Rahim Yar Khan
  topic: keywords
creator: Muhammad Athar Hussain
creator: Khadija Zulfiqar
creator: Sehrish Hussain
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 163
ending page: 181
doi: 10.58622/tm74vb06

Investigating The Correlation Between School Culture and Social Behavior Among Students in Punjab’s Public Secondary Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: School culture
  topic: keywords
subject: Social behavior
  topic: keywords
subject: Teachers’ perceptions
  topic: keywords
subject: Collegial Support
  topic: keywords
creator: Muhammad Rafi
creator: Shehzad Ahmed
creator: Muhammad Tahir Khan Farooqi
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 149
ending page: 162
doi: 10.58622/1q0adx33

Exploring Teachers Perceptions Regarding Possibilities and Potentials to Integrate Environmental Education in University Curriculum
type: item
description: 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.
subject: Articles
  topic: section
subject: Environmental literacy
  topic: keywords
subject: Higher education
  topic: keywords
subject: University curricula
  topic: keywords
subject: Teachers’ perceptions
  topic: keywords
subject: Qualitative research
  topic: keywords
subject: Semi-structured interviews
  topic: keywords
subject: Thematic analysis
  topic: keywords
subject: Sustainable practices
  topic: keywords
subject: environmentally conscious graduates
  topic: keywords
creator: Ummul Banin
creator: Wajiha Raheeq
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 135
ending page: 148
doi: 10.58622/jaqx9362

Excessive AI Use: Effect on Perceived Self Efficacy and Self-Concepts Clarity
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Intrinsic Motivation
  topic: keywords
subject: Cognitive Engagement
  topic: keywords
subject: Self-Concept Clarity
  topic: keywords
subject: AI Dependency
  topic: keywords
subject: Psychological Effects, AI in Education
  topic: keywords
creator: Sara Bibi
creator: Najmonnisa Khan
creator: Rukshanda Jabeen
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 120
ending page: 134
doi: 10.58622/80z0gh39

Impact Of Entrepreneurship Education On Students’ Innovation Capabilities: A Quantitative Analysis Of University Entrepreneurship Programs
type: item
description: 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.
subject: Articles
  topic: section
subject: Entrepreneurship education
  topic: keywords
subject: Innovation Capability
  topic: keywords
subject: University Students
  topic: keywords
subject: Entrepreneurial skills
  topic: keywords
creator: Shahid Raza Mir
creator: Ammad Zafar
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 106
ending page: 119
doi: 10.58622/x60cta59

Investigating the Impact of Principals' and Teachers' Involvement in Curriculum Development and its implementation in District Quetta
type: item
description: 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.
subject: Articles
  topic: section
subject: Investigating
  topic: keywords
subject: Involvement
  topic: keywords
subject: Curriculum development
  topic: keywords
subject: Implementation
  topic: keywords
creator: Latif Ullah
creator: Shahida Sajjad
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-30
publication date: 2025-09-30
starting page: 94
ending page: 105
doi: 10.58622/b0g9eg21

AI in Higher Education: Usage, Perceptions, and Ethics at BUITEMS
type: item
description: 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: , , , , .
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: student performance
  topic: keywords
subject: perceptions
  topic: keywords
subject: ethics
  topic: keywords
subject: BUITEMS
  topic: keywords
creator: Maria Khan
creator: Durdana Gul
creator: Rizwana Faseel
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-21
publication date: 2025-09-21
starting page: 82
ending page: 93
doi: 10.58622/p814c280

A Study on the Role of Value-Based Education in Promoting Morality Among University Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Value-based education
  topic: keywords
subject: Development
  topic: keywords
subject: Morality
  topic: keywords
creator: Rameen Fatima
creator: Irshad Hussain
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-03-30
publication date: 2025-03-30
starting page: 185
ending page: 195
doi: 10.58622/vtswb012

Youth Development through Life Skills-Based Education (LSBE) in Sindh: Indigenous Approaches for Teacher, School, and Community Empowerment through Customized Training
type: item
description: 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
subject: Articles
  topic: section
subject: Life Skills-Based Education
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Sindh Education
  topic: keywords
subject: Indigenous Pedagogy
  topic: keywords
subject: Youth Development
  topic: keywords
subject: Pakistan
  topic: keywords
subject: Sustainable Development Goals
  topic: keywords
creator: Imtiaz Ahmad
creator: Muhammad Asim
creator: Intizar Hussain,
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-09-10
publication date: 2025-09-10
starting page: 67
ending page: 81
doi: 10.58622/a225ej59

Role Social Media Platforms in Enhancing Interaction and Communication among University Students
type: item
description: 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: , , ,
subject: Articles
  topic: section
subject: social media
  topic: keywords
subject: Learner interaction
  topic: keywords
subject: Collaborative learning
  topic: keywords
subject: Educational technology
  topic: keywords
creator: Sania Moin
creator: Irshad Hussain
rights: Copyright (c) 2025 Voyage Journal of Educational Studies
date: 2025-06-30
publication date: 2025-06-30
starting page: 73
ending page: 82
doi: 10.58622/mm67m426