The study focused on investigating the role of teachers' professionalism in mitigating aggressive behavior among university-level resilient students. The quantitative survey design was followed to conduct this study. The study sample consisted of 237 students with MPhil and PhD degrees (Edu). Three tools (The Brief Resilience Scale, the Aggression Questionnaire, and the Teachers Professionalism Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for data collection. Data were analyzed by utilizing descriptive (percentage, mean, standard deviation) and inferential statistics (Pearson correlation, and Hays Process macro mediation analysis model-4). Results revealed that university students were normally resilient and, there was a significant moderating role of the resilience of students on the relationship between teachers' professionalism and the aggressive behavior of students. The study indicates that university teachers necessitate more interventions to enhance the resilience of graduate students and decrease the level of aggression.

The study focused on elevating teachers' satisfaction: The impact of professional identity and psychological empowerment. A cross-sectional survey design with quantitative techniques was employed to conduct this study. The study sample consisted of 357 secondary school teachers, both male and female, from public high schools in Punjab, Pakistan. A stratified random sampling technique was applied for sample selection. Three adopted tools (The Career Satisfaction Scale, the Professional Identity Scale, and the Psychological Empowerment Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for the collection of data. The data were analyzed by applying descriptive (percentage, mean, standard deviation) and inferential statistics(linear regression analysis). Results revealed a significant positive impact of professional identity and psychological empowerment on teachers' satisfaction. The study recommended that higher authorities may conduct training and conferences to enhance the level of professional identity, psychological empowerment, and teachers' satisfaction.

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.