The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

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.