Education is the source of achievement in the world of competition. In addition, it has a significant contribution to the development of human beings. Before it was thought that education only means being able to write and read, but now the concept is totally changed. Modern trends in teaching and learning have been introduced. The emerging world arises technology which has billions of connected devices today in the world even twice the human population. The Internet of Things works on an internet-based system and it is also a sort of network semantic concerned with. Technical learning or E-learning is a way by which people get benefits as it is mini software that we keep in our phones and electronic devices too. Hence, this study anticipated to explore the importance of E-learning and IoT in Education.

This study seeks special education teachers’ perception of visually impaired students’ social adjustment in inclusive settings with qualitative & exploratory design. The sample of the study included 20 teachers working in inclusive schools in the Lahore district. A self-developed semi-structured interview protocol was administered to collect data with a purposive sampling technique. The instrument’s validity was assured by expert opinion (N=02). The instrument's reliability was confirmed through an extensive literature review. Four major themes were drawn from the thematic analysis of data i.e., teachers’ perception, problems of visually impaired students, peers influence, and teachers’ efforts. Findings revealed teachers perceive orientation and mobility, supportive behaviour, the least restrictive environment, assistive technology, and motivational support as major requirements for social adjustment of visually impaired students in an inclusive set-up. The study recommended appropriate training should be provided to teachers of inclusive settings about the social adjustment of visually impaired students.

Teachers, particularly those employed in the Early Childhood Education (ECE) system, suffer from physical and mental stress. The combination of an excessive workload and a lack of appreciation leads to job burnout and job discontent. Over 70% of ECE teachers worldwide report feeling burned out at work. It is necessary to look into the causes of stress and how it affects teacher work burnout. The purpose of this study is to examine the relationship between occupational stress and burnout among Early childhood education teachers. The current study, which mostly focused on ECE teachers and their difficulties associated with occupations, studied the impact of work stress on job burnout. Through the use of a questioner and the cluster sampling technique, information was gathered from 100 ECE teachers. The findings of this study will assist in understanding the problems and stress experienced by ECE teachers and in developing a plan to improve their working conditions.

The study's aimed to identify the effect of the P4C teaching maneuver on the critical thinking skills (CTS) of teacher candidates by using a quantitative, quasi-experimental approach. The population comprised of teacher candidates of B.Ed. (Hons) programmes of University of Education whereas the sample was intact two sections of 5th-semester candidate teachers in Division of Education, UE Lahore. CTS were assessed through Watson Glaser Critical Thinking Appraisal (WGCTA). The results of the t-test suggested that P4C significantly improved the CTS (Inference and Overall CTS) of teacher candidates in the experimental group as compared to the control group. However, both groups' teacher candidates were equally skilled in the remaining WGCTA sub-scales (Recognize Assumptions, Deduction, Interpreting Information, and Evaluation of Arguments). It is suggested that a comparable study be carried out at all educational levels (primary, secondary, higher education) in both public and private sectors as well as in other disciplines by adopting a mixed-method approach.

In an important way, this study investigates various aspects of community development and social support among participants in computer technology-enhanced distance education programs. The current analysis focuses on the characteristics that define communities and how students build and maintain them. Drawing on a series of interviews with 17 students, the study highlights the importance of community and its contribution to supporting them. This process is very important in developing a sense of community among students. Students derive satisfaction from the temporal intimacy of live lectures and the associated whisper facility for socializing in Web Relay Chat. They also exploited the near-simultaneous use of email and the timing of assignment submissions to subtly initiate email exchanges among themselves, as observed in the study. Overall, the interviews conducted in the study indicated that a strong sense of community benefits both individuals and programs, supporting educators' efforts to create such communities for online learners.

The paper explores Pakistani graduate EFL learners' attitudes towards the increasing significance of the English language at national and global levels in the contemporary world. The analysis adopts a qualitative style, using twenty interviews to gain painstaking insights into the learners' linguistic attitudes. The research scrutinizes the socio, contextual and cultural factors that impact Pakistani learners' perceptions of English. The study reveals that while Pakistani learners appear uncertain about English in addition to its culture, they have adopted the educational and social functions of the language. The outcomes indicate the linguistic imperialism and symbolic capital of English, as individuals contemplate it as essential for socioeconomic advancement in Pakistan. The study's results can help academicians and officials assess the potential impacts of English on the roles of local languages, particularly in Pakistan's education system.

The study's goal is to compare and contrast public and private university administration practices in Pakistan. Using a random sampling technique, 200 institutional heads from (various departments) of public and private institutions (universities) of Punjab were selected for the study.According to the study, managing operations at higher education institutions in these locations is difficult for both commercial and governmental universities. However, these two categories of institutions' management strategies differ significantly from one another. According to the survey, private institutions of higher learning place a greater emphasis on marketing and financial
management than public ones. Private institutions place a high priority on promoting their offerings to draw students and donor support as compared to public institutions.

Due to the restriction of "Western consciousness", structural contradictions in the spatial distribution, poor interference in special policies etc., "Middle and Western Higher Education" is an important concept under the triple incentives of social cognition, technical route and policy formulation be formed. The development mode, spindle-shaped school hierarchy, and two-level management system hinder the revitalization of Midwest higher education, resulting in cognitive, technology, and design lock-ins as the three forms of path dependence. Establish the value concept of strengthening the school with quality, and take the connotative development as the revitalization. The top priority of the development work; build a pyramid-shaped school-running hierarchy, and take a characteristic rather than a comprehensive development path; plus, Greater support for institutions of higher learning in the middle and western regions, and the expansion of the overall planning and management authority of the provincial government, is the starting point for the revival of the advanced education in the middle and western regions. Possible solutions from "Locked" to "Advanced".

The study determined the connection between teachers' affective commitment along with emotional exhaustion among students with the mediation of students' self-efficacy, intrinsic motivation, and extrinsic motivation in Pakistan. 309 responses have been collected from the students of HEIs in Karachi whereas PLS-SEM was employed to analyze data. Teachers’ affective support positively impacts students' self-efficacy and intrinsic and extrinsic motivation, whereas students' self-efficacy and extrinsic motivation harm students' emotional exhaustion. Regarding mediation analysis, the study revealed that Teachers' affective support harms students' emotional exhaustion with the mediating effects of students' self-efficacy as well as extrinsic motivation. Practitioners or educational psychologists must realize the likelihood that students' motivation and self-efficacy are possible approaches in which teacher affective support is associated with emotional exhaustion when administering such
interventions.

Education may transform everyone's life, regardless of gender. Gender bias remains widespread. Pakistan's rural areas are especially bad. Pakistani women have been exploited since independence. Pakistani women rarely receive constitutional rights. Discrimination against women in the job, school, economy, and politics predates the 20th century. 200 teachers and 200 students from around Pakistan were selected for a good sample. A typical questionnaire assessed the girls' school backgrounds, objectives, and gender equality beliefs. At the schools examined men and women had very different educational opportunities. Lack of resources, social pressures, and discriminatory laws and practices make it tougher for girls to receive an education, according to research. The report concludes that broad governmental action to close the gender education gap is important. It offers gender-sensitive classrooms and community-building projects.