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 plays a crucial role in social mobility by providing individuals with the tools to access better economic opportunities and improved social status. This paper explores the impact of educational attainment on social mobility, highlighting how it empowers individuals and bridges social classes. Through a literature review, the study establishes a direct link between education and upward mobility, particularly for disadvantaged groups. It examines formal, informal, and lifelong learning and their influence on raising living standards. The research investigates barriers to quality education economic, social, and political and how they perpetuate social inequality. Using both qualitative and quantitative methods, the study demonstrates that education is a key driver of economic and social transformation. It emphasizes the need to improve educational access, especially in underserved communities, to promote social mobility and overall societal welfare. The paper offers policy recommendations to reduce educational disparities and support lifelong learning for all social groups.

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.

This research examines the effects of e-learning on academic performance and student engagement in universities. Through a quantitative approach, data were gathered from a sample of 200 students drawn from a population of 1,050. Descriptive statistical procedures, i.e., mean, standard deviation, frequencies, and percentages, were used together with inferential tests like ANOVA and regression to test the association among variables. The results confirm that a reliable internet connection, access to digital devices, and technical support significantly improve students' experience through online learning.  It suggests the integration of mixed-method studies with long-term designs in terms of developing a more complete profile of online courses of study. It also recommends that the use of good teaching practices, strong student support services, and equitable institutional policies should be embraced to enhance motivation and attainment. All these conclusions are essential to teachers and policymakers who aspire to get the most out of online learning.