This study aimed at the development and validation of a research instrument for students learning experiences (SLE) at the higher education level in the public sector universities of Punjab, Pakistan. Data were collected on three constructs as students learning experiences inside the classroom,outside the classroom and on-campus. The factors in students learning experiences inside the classroom factors like teacher interaction, assessment and feedback, and peer group discussion were measured. The factors of outside classroom learning experiences as cultural diversity, library and learning resources and conferences, seminars and webinars were measured. The simple random sampling technique was applied in the department of education,psychology and sociology in six public universities in Punjab to collect data.The tryout of the instrument was conducted on 200 students' samples to measure the content validity and reliability. The expert opinion was sought from the University of Sargodha and the University of Punjab Lahore. The Cronbach alpha reliability was .95, which showed the instrument is reliable.Having pilot tested the instrument. Data were collected from 1024 male and female students. The questionnaire comprised 42 items. Structure Equation Model (SEM) was used to validate the instrument using Confirmatory Factor Analysis (CFA). The Cronbach alpha and SEM results indicated that students learning experiences resulted in fit indices as an acceptable model.

This study scrutinizes the role of AI literacy and ChatGPT-3 in enhancing critical reasoning and journalistic writing competencies among 50 third-term journalism students at Tajik National University. Given the escalating relevance of AI across sectors, including journalism, we aim to highlight the potential advantages of incorporating AI utilities in journalism pedagogy. We utilized a mixed- methods approach, comprising both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.We gathered insights via surveys and interviews, revealing the impact of AI on learning outcomes. Our findings suggest a significant improvement in students' critical thinking and journalistic writing skills
with ChatGPT-3 usage. The integration of AI tools in the classroom encourages in-depth analysis and collaboration, thereby enhancing students' writing skills. The results underline the importance of AI literacy in journalism education, preparing students for the rapidly transforming, AI-centric journalism industry.

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.

The study primarily aims to identify and analyze socio-cultural obstacles that prevent women from pursuing higher education in rural Quetta. It focuses on examining how women perceive the effectiveness of these barriers. This study utilized a qualitative research methodology to investigate the experiences of ten young female participants encountering socio-cultural obstacles that hindered their pursuit of higher education. The researchers conducted in-person interviews with participants using a semi-structured questionnaire, allowing for a full analysis of their experiences. The socio-cultural impediments examined include patriarchal culture, early marriages, priority for sons' education, co-education and male teachers, and social bias towards females. The findings indicate that although these obstacles exist, many young females do not view them as effective in discouraging their pursuit of higher education. This study highlights women's unfavorable situation in rural areas of Quetta, highlighting the need for more effective strategies to encourage women to pursue higher education.

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.

This is a qualitative research study on the influence of cultural capital on the experience of students and their education results in higher education. Through the Bourdieu theory of cultural capital, habitus, and field, the study examines the way students with varying socioeconomic statuses act to mobilize embodied, objectified and institutionalized forms of capital in universities. The semi-structured interviews were conducted with 12 undergraduate students, with different socioeconomic and first-generation backgrounds. Thematic analysis showed that cultural capital has significant impacts on academic confidence, classroom involvement, institutional orientation, and sense of belonging. Students with high socioeconomic status exhibited a greater adherence to the mainstream academic standards, and the first-generation and low-SES students indicated that they experienced difficulties in the beginning but had developed coping strategies throughout their lives. The results bring out the reproductive character of higher education as well as its reorganizational possibilities. The research paper highlights the importance of having inclusive institutional practices in order to minimize the inequalities in academic achievement and persistence.

Generative AI tools are reshaping academic writing. The central issue is not their use, but when AI-assisted text can still be recognised as legitimate scholarly work. This exploratory study examines how experienced academics evaluate legitimacy through three conditions: retention of human responsibility for core ideas, limitation of AI to supportive roles, and disclosure of its use. Data were collected from 25 participants through a questionnaire combining rating scales and open-ended responses. The findings show that legitimacy is conditional rather than binary. Participants accepted AI for drafting, rephrasing, and organising text, but expressed concern when it shaped arguments or interpretations. Across responses, three conditions consistently defined acceptable use: AI must support rather than replace intellectual work, authors must remain accountable for all claims, and AI involvement must be disclosed. Legitimacy, therefore, rests on ongoing professional judgment rather than fixed rules.

The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.