The study aimed to identify the need of guidance and counselling framework for achieving improved learning outcomes in public sector secondary schools in Larkana. The teachers use corporal punishment to students for achieving academic results. This study determines how learners in public secondary schools in Larkana conceptualized the function of GC in academic achievement. We recruited 167 learners in this paper. The qualitative as well as quantitative method was adopted. The findings showed that most of the students were unaware of the counselling services' availability, they hardly ever used them. The study concluded that secondary schools in Larkana division faced a dearth of proper guidance and counselling framework. According to conclusions, the School Education and Literacy Department Sindh should implement a proper framework of Guidance and Counselling framework.

This study examines the influence of Islam in shaping Pakistan’s political identity and governance, analyzing the ways Islamic principles and values have been integrated into the nation’s constitutional and institutional frameworks. Since its inception, Pakistan has sought to balance Islamic ideology with modern statecraft, creating a unique model of governance that intertwines religious ideals with political structures. This paper investigates the historical foundations of Islam's role in Pakistan’s political development, exploring how Islamic concepts have influenced legal, social, and policy domains. By studying key constitutional amendments, political movements, and policy shifts, this research sheds light on the complex relationship between religion and state governance in Pakistan, highlighting both the achievements and challenges of incorporating Islamic ideals into contemporary political systems.

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.