Current and emerging trends in architectural education in Pakistan are changing locally and internationally, equally by environmental and socio- cultural factors. Especially with the current global trend towards more sustainability, Architectural education works to prepare its students for the current and future architectural practice. It has become critical aspect of Architectural education to raise awareness among future architects about the environmental impact of Architecture. In this context, promoting the term of “sustainable architectural education” has become a current trend globally. Consequently, the schools of architecture have integrated sustainability principles in their curricula, world wide. This shift raises key questions regarding the structural models and integration approaches used to incorporate sustainability education into architectural programs. The objectives of this paper is to examine the structural models adopted by selected schools of architecture in the city of Lahore and to assess the extent to which sustainability knowledge is emphasized within their curricula.

Education about climate change serves as a fundamental requirement for establishing environmental stewardship among primary school students. The investigation compares climate change knowledge between Pakistani public and private primary schools by utilizing UNESCO's climate education framework together with Shulman's Pedagogical Content Knowledge (PCK). The research methodology combined quantitative and qualitative methods to analyze textbooks from the Punjab Textbook Board and Oxford University Press, gather survey data from teachers, and conduct structured interviews followed by statistical assessment. The research shows modest direct climate-related learning appears in both public and private school curricula with private schools achieving better results in teaching methods. The participating sectors demonstrate teaching difficulties because of insufficient training and complex material which strengthens the argument for educational development based on UNESCO principles as well as PCK best practices.

The rapid integration of artificial intelligence (AI) in all domains of society is reshaping the academic landscape, calling for a change in curriculum design and delivery. This systematic review investigates how the educational system is changing to adapt its curriculum to align with the opportunities and challenges created by AI technologies. The four primary theoretical frameworks include Constructivist Learning Theory, Technological Pedagogical Content Knowledge (TPACK), Digital Capital Theory, and the 21st-Century Skills Framework in the framework of AI education teaching, technical and equity dimensions. The results show that when AI promises personal education, administrative performance, and modern teaching methods, there are important gaps in curriculum education, the preparation of teachers, and moral integration. In combination with current global literature, this study provides valuable insights for teachers, policymakers, and curriculum designers in the AI-powered world.

The present study focused on analysing the STEAM curriculum. The current study based on following objectives. (i) To analyse the content of science, technology, engineering, arts and mathematics STEAM curriculumm. (ii)To investigates the challenges faced regarding implementation of STEAM curriculum. (iii)To identify the strengths and areas of improvement of STEAM curriculum. Qualitative content analysis research design employed. Purposive sampling techniques were used. Sample of the study consisted of ten chapters from each STEAM curriculum textbook of grades one, two, and three. It was shown by the results of the study that the STEAM curriculum has potential to inculcate both soft and hard skills in students through transdisciplinary learning. However, gaps exist in contents integration, teacher’s training, resource availability. It was concluded that systemic changes in in-service and pre-service teacher trainings, instructional support, and policy direction needed for successful implementation of STEAM curriculum.