Current and emerging trends in architectural education in Pakistan are changing locally and internationally, equally by environmental and socio- cultural factors. Especially with the current global trend towards more sustainability, Architectural education works to prepare its students for the current and future architectural practice. It has become critical aspect of Architectural education to raise awareness among future architects about the environmental impact of Architecture. In this context, promoting the term of “sustainable architectural education” has become a current trend globally. Consequently, the schools of architecture have integrated sustainability principles in their curricula, world wide. This shift raises key questions regarding the structural models and integration approaches used to incorporate sustainability education into architectural programs. The objectives of this paper is to examine the structural models adopted by selected schools of architecture in the city of Lahore and to assess the extent to which sustainability knowledge is emphasized within their curricula.

Education plays a crucial role in social mobility by providing individuals with the tools to access better economic opportunities and improved social status. This paper explores the impact of educational attainment on social mobility, highlighting how it empowers individuals and bridges social classes. Through a literature review, the study establishes a direct link between education and upward mobility, particularly for disadvantaged groups. It examines formal, informal, and lifelong learning and their influence on raising living standards. The research investigates barriers to quality education economic, social, and political and how they perpetuate social inequality. Using both qualitative and quantitative methods, the study demonstrates that education is a key driver of economic and social transformation. It emphasizes the need to improve educational access, especially in underserved communities, to promote social mobility and overall societal welfare. The paper offers policy recommendations to reduce educational disparities and support lifelong learning for all social groups.

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.

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.

The future of Pakistan is reliant on the Shift of the Youth into a productive, skilled workforce. Unfortunately, in Public schools, the Skill-Based Education framework (SBE) has deeply systemic challenges. Quantitative and qualitative research with 384 students and 284 teachers highlights the disparity between policy and practice. It indicates the shortage of means, teacher readiness, and curriculum. To this, the researcher has designed the Integrated Skill-Based Education Framework (ISEF), which is particularly and elaborately designed for this context. Its four pillars are a foundational framework: policy and governance alignment, industry partnership and relevant curriculum construction, an implementation engine, teacher and infrastructure development with industry linkage, a student journey with active and hands-on learning, and a performance & impact loop with analytics and evaluation at the end. Active and engaged skill learning closes the gap on impactful, sustainable, and version change for Pakistan. ISEF serves as a primary approach in governance.

This study investigates the mediating role of metacognition in the relationship between memorization and intelligence among students of secondary schools in South Punjab, Pakistan. Using a quantitative correlational design, data were collected from 393 students selected through stratified random sampling. A structured 50-item questionnaire measured metacognitive knowledge, regulation, memorization strategies, and intelligence. Reliability and validity were ensured through confirmatory factor analysis, while SPSS v.25 and SmartPLS v.4.0 were employed for analysis. Results revealed that metacognition was positively associated with both memorization and intelligence, and significantly mediated their relationship. Male students outperformed females in metacognitive knowledge and intelligence, though memorization showed no significant gender differences. The findings suggest that memorization provides the foundation of knowledge, but metacognitive regulation transforms it into meaningful application. The study recommends integrating metacognitive training into teaching and curricula to enhance reflective learning and foster higher-order thinking among secondary school learners.

This paper looks at how the language policy and planning (LPP) is affected by the globalization, with references on national and regional language policies and education. The study examines three policy situations through a conceptual, comparative, qualitative case study, which includes English-media expansion, official multilingualism and decentralized regional autonomy. The data was collected by reviewing policy documents, policy elites interviews, interviews with school administrators, interviews with teachers, classroom observations, and student/parent focus groups. The results indicate that such global tendencies as the Englishization, the increase of mobility, and digital language use influence policy discourse. Nonetheless, implementation is influenced by such challenges as lack of teacher training, resources to regional languages and mismatched assessment. Such informal multilingual practices as code-switching sprouted in classrooms. The research proposes a combination of planning, teacher training, and resource allocation in order to support equitable LPP and linguistic justice in the environment of globalization-related reforms.

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.

This study investigates the role of English as a gatekeeper language and the phenomenon of code switching in elite schools in District Karak Pakistan. Through the qualitative methods, such as classroom observation, semi-structured interview with teachers and students, as well as analysis of documents, the research examines the functional role of the English language as a tool of academic and social distinction. The study shows that English proficiency is directly connected to academic success and the ability to earn a living in the future with English being the gateway for opportunities for success. Code-switching, the behavior of mixing different languages (Russian and English or Urdu language or regional languages). The results highlight the cross-cutting of language, socio-economic status and educational inequality and hint at the necessity of zeroing in inclusive language policies in elite schools so as to guarantee equitable access to academic success.

The AI is transforming how countries learn by providing adaptable, data-driven learning experiences that respond to learners' cognitive states, behavioral patterns, and educational paths. This paper explores the convergence of AI and educational psychology, investigating how an AI-assisted learning system operationalizes recent psychological concepts, such as cognitive load theory, self-regulated learning (SRL), and Vygotsky's Zone of Proximal Development, to maximize the instructional process. Based on recent empirical data from meta-analyses and randomized controlled trials, this research reports that AI-supported learning significantly increases academic performance (cohensions d = 0.68, 95% CI [0.41, 0.95]) compared with traditional learning. Moreover, AI-personalized learning systems reduce additional cognitive load by 34 percent among learners with cognitive deficits. The evidence indicates that AI is useful for learning when it provides purposeful practice and profound thinking that align with learners' cognitive development.