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.

This study aimed to utilize the cognitive subcategory of Bloom's taxonomy in analyzing chemistry tests administered to high school students from 2009 to 2013. The study aimed to investigate if the Peshawar Board of Intermediate and Secondary Education (BISE) assessed students' cognitive abilities beyond memory. The study involved five experts who assessed the importance of the objectives of individual inquiries. The majority of participants in the study were high school sophomores who had completed chemistry exams within the past five years. The study's questionnaire underwent expert review to ensure the accurate allocation of points to each cognitive subcategory. The grades were computed based on a percentage scale. This study aimed to assess chemistry exam questions using a standardized set of criteria. The capacity for synthesis, application, comprehension, and knowledge acquisition.

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.

As part of the study, researchers asked both teachers of general education and teachers of special education what they thought about inclusive education. The main goal of this study was to learn more about how Pakistani educators feel about education for all. There were a total of 39 questions in the poll. The validity and reliability of the instrument were determined by trying it with pilot groups and talking to experts in the field. We found the Cronbach alpha, which is a measure of internal stability, by using SPSS. The correlation value was 0.80 as a whole. A t-test and mean values were used to look at the data. A meticulous analysis of the data shows that all teachers are right about how effective inclusive education is and that all teachers support the method. It was also shown that both regular and special-needs teachers feel the same way about inclusive education.

Grading rubrics are valuable tools in education that clarify expectations, facilitate transparent grading, improve self-regulation, and increase learning outcomes. This paper explores the use and impact of grading rubrics from the perspective of prospective teachers, reviewing literature, research, and a survey. The survey was done with 400 prospective teachers from 4 universities in Lahore, and each of them filled out a questionnaire about their thoughts and experiences with rubrics.The findings of this survey are included in the paper as well. This work contributes to the existing body of research on the use of rubrics in education by giving a detailed and critical evaluation of the research that has already been conducted, as well as by presenting fresh empirical data from the viewpoint of prospective teachers, thus intending to stimulate more research and practice on grading rubrics in the field of education.

In this multiple case study, the focus was on how teachers in the selected schools in Narowal cultivate values in their secondary school students. To attain a comprehensive understanding, twenty teachers were purposefully selected for interviews. Qualitative content analysis using NVivo 12 software was used to analyse the gathered data. The research found that these teachers employed diverse approaches to teaching values education. They incorporated storytelling, moral dilemmas, Islamic quotes, examples, activities, games, and projects into their practices. Furthermore, they aimed to foster a positive atmosphere in the classroom by endorsing respect, cooperation, tolerance, and empathy among students. However, the teachers felt hindered by several challenges. They highlighted time constraints due to curriculum overload, the presence of large class sizes, test-oriented educational systems, a diverse student population, and limited resources as factors impeding their effectiveness. Following these findings, it is recommended across society and administration levels that support should be provided to aid secondary school teachers in delivering effective values education.