International Journal of Social Science & Enterpreneurship
Validation of Abusive Supervision Scale: Evidence from School Teachers of Australia
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.
Copyright (c) 2025 Voyage Journal of Educational Studies
STEM Education in Pakistan: A Gender-Based Perspective
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.
The Role of STEM Competitions, Robotics Challenges, and Coding Hackathons in Enhancing Student Motivation, Teamwork, and Innovation Skills in Higher Education
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.
A Comparative Analysis of Gender Representation in Sindh Textbook Board’s Grade 11 Old and Revised Editions English Textbooks
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.
Redefining Power: Women’s Transformative Leadership in South Asian Education and Culture
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.
Impact of Civic Knowledge on Citizenship Practices at Higher Education Level in Punjab
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.
Development and Validation of Organizational Citizenship Behavior Questionnaire
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: , , , , ,
Equity in STEM Education: The Impact of Socioeconomic Status and Digital Divide on Student Participation
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.
Challenges, Opportunities, and Implications for Teacher Education in District Rahim Yar Khan
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.
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.
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.