Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.

The present study investigated the impact of ICT pedagogy for the retention of the students. This was an experimental investigation in two schools. The 120 participants were exposed to the experimental and controlled investigation in such a way that each group has 60 students. The experimental group was given the treatment of ICT pedagogy while the lecture pedagogy was in the control group. The testing was done for academic achievement after one month and after two months for retention, through a retention test. The result depicted the highest achievement in the favor of experimental group taught with ICT instructional methodology.

The study explores the relationship between teaching practices and the level of tolerance at higher education institutions through the concurrent triangulation method. The Mix Method Research technique was used to analyze the data. For qualitative data, Focus Group Discussions (FGDs) were conducted with a focus on understanding the teaching patterns and practices at the university. The level of interpersonal tolerance among students was measured through an existing scale. The thematic discussion on issues of equality in the learning process; teachers' reflective practices; Discussion and debate in the classroom; creativity and critical thinking; freedom of speech and expression; and students' self-confidence and authority in the learning process are the focus of this paper. The study reveals that learner-centred instruction, which focuses on engaging students and providing them with a broader perspective, facilitates logical debates among students from diverse backgrounds.

This study examined various aspects of quality in secondary education of Punjab. Population of the study was constituted all principals, teachers and students of degree colleges, intermediate colleges and higher secondary schools. A randomized sample of forty degree colleges was selected comprizing forty intermediate colleges and forty higher secondary schools (gender-wise equal). Participants’ responses were collected via questionnaire. After the data tabulation, it was examined and explained in the light of research objectives. Statistical tests like mean, standard deviation, standard error of mean and estimated population mean were employed. The study revealed that from the findings of the study A.V Aids were not appropriately used, teachers’ pay scales were not satisfactory and secondary level curriculum did not meet the academic needs. Therefore, the researchers consider provision of modern audio-visual aids to the institutions to be important, besides the teachers training and motivation to utlize these audiovisual aids for enhancement of instructional process. Moreover, it is suggested that adequate budgetry allocation for education and improving the pay scales of the teachers will enhance the quality of education.

The language used in academic texts and pedagogy is referred as academic discourse. Being student and teacher, the researchers observed that mixing of home language with academic language was a common practice in many institutions. Some linguists appreciate it, while others resist it by claiming it detrimental to objectivity and neutrality. Chiang (2006) finds role of teacher’s discourse a determining factor in pedagogy. Current study was conducted to observe the phenomenon of hybridization in academic discourse and to assess it in the light of pragmatics. Pragmatic analysis is known as a useful method to infer covert and implicit meanings of language (Savignon, 2007) and the researchers deemed it appropriate for current research. The pragmatic analysis could provide a newer outlook on academic discourse. Data was collected through observation sheet from the classes. Questionnaire was also used to get relevant data from teachers. The findings revealed that teachers often relied on cultural and ideological underpinnings in their pedagogy. The individual conversational styles were also responsible for different mode of hybridization and subsequently reinforced diverse facet of discourse different in pragmatic nature. The data was first analyzed for hybridization followed by its pragmatic analysis. The study was important in the backdrop of one of many beliefs, that meaning never remains fixed and it resides in socio-cultural structures and lack of pragmatic knowledge among interlocutors impedes semantic proficiency. The study revealed utility of pragmatic competence in turning this mixing of discourses in a class into a continuum. It also found that knowledge of academic pragmatics could reinforce semantic proficiency.

The role of Discourse Analysis (DA), which is important in teaching and learning language, is discussed in this paper. DA allows researchers to analyze speech and writing, shedding light on the social structures, power dynamics, and cultural contexts through which classroom lives are enacted. The presentation introduces DA and its theoretical bases and then discusses its educational use. Research has found that DA improves teaching through critical thinking and differentiated instruction. For example, it shows how specific classroom communication patterns and student engagement can stack up to improve outcomes. Through case studies, the paper presents practical insights into how DA shapes curriculum and pedagogy that includes students’ linguistic backgrounds. Finally, it concludes by asserting that incorporating DA into language classrooms fosters effective communication and cultivates the critical thinking skills necessary to navigate global interactions in a diverse society.

The current paper critically reviews the Single Nation Curriculum to verify the claims made by the document after its launching in 2020 as being the first policy document for educational reformation at the national level after several decades. The analysis compares the document with the National Curriculum (2006) which has been acknowledged as the main reference document in the preparation of the Single Nation Curriculum. The paper analyses various sections of the document, with a focus on English language teaching, to expose that the new curriculum is only an imitation of the previous 2006 curriculum without introducing any significant change in the policy, content, and methodology. The paper hopes to raise awareness among the policymakers and authors of SNC about establishing connections between research and practice, hence augmenting professional development with a focus on improved practices in the area of education and curriculum development.

There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.

The purpose of this research was to investigate the practices and challenges regarding mathematics laboratory in Punjab at school level. Descriptive survey design was used to collect data through questionnaire. The population was all secondary schools mathematics teachers of district Chakwal. The sample size was 60 through systematic random sampling technique. Only 5 percent of schools had mathematics laboratories but most of the schools had science and computer laboratories even did not have geometrical shapes and activity kits related to mathematics lessons. The big challenge regarding integration of mathematics laboratories was the lack of effective policy from the Government. There was no support from school management to purchase lab-related equipment and not a single period was included in the timetable for the laboratory. It was recommended that govt. may launch an effective policy regarding mathematics laboratory and school management may include three periods per week for mathematics lab work.