This study examines the walkability perceptions of residents in Johar Block-13, Karachi, focusing on pedestrian satisfaction and infrastructure needs. Using surveys and field observations, the research identifies key concerns, including poor sidewalk maintenance, limited crossing accessibility, inadequate lighting, and safety issues, with 76% of respondents feeling unsafe while walking. Additionally, noise pollution, vehicle congestion, and the lack of pedestrian-friendly amenities detract from the overall walkability experience. Results indicate significant dissatisfaction with the current infrastructure, especially regarding accessibility for vulnerable groups, including the elderly and disabled. The findings underscore a need for targeted improvements to foster a safer, more accessible environment, enhancing pedestrian activity and quality of life in Johar Block-13. The study's findings may help policymakers and urban planners design a city that can promote walking.

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.