This study scrutinizes the role of AIliteracy 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 literacyand 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
withChatGPT-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.

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.