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.

The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.

The current qualitative study was conducted to analyze the mathematics curriculum across grade levels for students’ critical thinking skills development. Qualitative content analysis was used to analyze the document with the facilitation of NVivo software. As per the analysis, Grades I-III cover core math concepts at an introductory level using real-life examples presented concretely. Then grades IV-VIII revisit these same ideas with more depth and add logical reasoning. Finally (IX-X) and higher secondary (XI-XII) levels aim to build a rigorous conceptual understanding of complex mathematical topics like calculus, vectors, and complex numbers as well as non-routine problem-solving capacity utilizing proof techniques and technology tools like MAPLE software. The research results show that the curriculum is indeed effective for 21st-century skills development such as critical thinking, problem-solving, and technological literacy. Students who complete this systematic program will be prepared for advanced studies or careers that require mathematical proficiency.

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 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.

The rapid integration of artificial intelligence (AI) in all domains of society is reshaping the academic landscape, calling for a change in curriculum design and delivery. This systematic review investigates how the educational system is changing to adapt its curriculum to align with the opportunities and challenges created by AI technologies. The four primary theoretical frameworks include Constructivist Learning Theory, Technological Pedagogical Content Knowledge (TPACK), Digital Capital Theory, and the 21st-Century Skills Framework in the framework of AI education teaching, technical and equity dimensions. The results show that when AI promises personal education, administrative performance, and modern teaching methods, there are important gaps in curriculum education, the preparation of teachers, and moral integration. In combination with current global literature, this study provides valuable insights for teachers, policymakers, and curriculum designers in the AI-powered world.