The aim of this study was to develop and validate a comprehensive instrument to measure the holistic academic performance of higher secondary school-level students in Pakistan. Data were collected from 1035 higher secondary school level students enrolled in public sector colleges and higher secondary schools. Content validity was determined by eight national and international experts' opinions. The reliability coefficient was found (α=.74) for the said scale. Initially, 52 statements were developed by integrating the students' academic characteristics, students' performance domains, and academic listening, speaking, reading, and writing tasks.Finally, 24 statements were retained after applying the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). It resulted in two distinct sub-factors of Students’ Individual Performance (SIP) and Students'
Group Performance (SGP). Findings of the research indicate that Students' Academic Performance may be used as a reliable and holistic measure by the educational stakeholders for higher secondary school level students.

Online learning has transformed higher education. Many empirical studies have been done on the challenges with online courses, but few have presented an overview. We reviewed the literature using Cooper's framework. Concerns were found to be common in three large groups: online students, teachers, and people who make materials. Online education had problems because students had different ideas about what was expected of them, their level of preparedness, and their level of engagement. Teachers had to deal with problems like getting used to their new roles in the classroom and having trouble with time management and how to teach. Considerations for content development, the role of instructors in content creation, the use of multimedia in content, the importance of instructional methods, and more came up during this research. Higher education institutions can help both teachers and students get past these problems by giving them opportunities.

This study scrutinizes the role of AI literacy 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 literacy and 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
with ChatGPT-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.

This study examines the correlation between distributed leadership practices of principals, the academic performance of students, and the school climate in government secondary schools in Kohat, Pakistan. It investigates the relationship between the distributed leadership approach of principals and the school atmosphere, as well as its impact on academic achievement. The research involves 30 principals and 198 teachers who completed surveys on distributed leadership practices and school climate. Descriptive statistics, Pearson correlation coefficient, and regression models were used for data analysis. The study found a significant correlation between the adoption of distributed leadership by principals and the overall school climate. Furthermore, a moderate correlation was observed between students' academic achievements and the distributed leadership approach of the principal. The research suggests that a principal's distributed leadership positively affects school climate and leads to improved student achievement, although it also indicates a negative impact on students'
academic performance.

This study seeks special education teachers’ perception of visually impaired students’ social adjustment in inclusive settings with qualitative & exploratory design. The sample of the study included 20 teachers working in inclusive schools in the Lahore district. A self-developed semi-structured interview protocol was administered to collect data with a purposive sampling technique. The instrument’s validity was assured by expert opinion (N=02). The instrument's reliability was confirmed through an extensive literature review. Four major themes were drawn from the thematic analysis of data i.e., teachers’ perception, problems of visually impaired students, peers influence, and teachers’ efforts. Findings revealed teachers perceive orientation and mobility, supportive behaviour, the least restrictive environment, assistive technology, and motivational support as major requirements for social adjustment of visually impaired students in an inclusive set-up. The study recommended appropriate training should be provided to teachers of inclusive settings about the social adjustment of visually impaired students.

The present study was an attempt to understand how emotions are related to academic stress. Emotions are an integral part of a human’s life. The nature of this study was correlational. Students from Education department at the undergraduate university level were selected as a population from both public and private sector universities in Lahore, Pakistan. Questionaries were used to collect data. To explore the relationship between emotional intelligence and academic stress multiple regression analysis was applied. For comparison between two groups like gender independent sample t-test was used and for comparison between more than two groups like different age groups, one-way ANOVA was applied. The results revealed that students with higher EI suffer less academic stress than others as they are more cognizant of their emotions.

This present study has focused on the problems in the assimilation of English words for undergraduates in Hazara University. A survey descriptive design was used to collect data from fifty undergraduates selected through convenient-non probability sampling technique who were asked to comprehend the assimilation process in certain words in the selected clips from English movies. To measure the problems in assimilation for the students, the students were asked to reproduce the same speech. The statistical analysis of the data shows that undergraduates did not have any major issues in the comprehension of the assimilated sounds in English words as they identified the assimilated sounds from the available lexical items and the speech context itself. The findings of the study show that students had fewer issues regarding the comprehension of the assimilated speech by native speakers than the issues they had while reproducing the same speech in spoken form themselves. In light of the findings of the study, it is suggested that due attention should be given to speaking skills in order to eliminate issues of assimilation in connected speech.

In an important way, this study investigates various aspects of community development and social support among participants in computer technology-enhanced distance education programs. The current analysis focuses on the characteristics that define communities and how students build and maintain them. Drawing on a series of interviews with 17 students, the study highlights the importance of community and its contribution to supporting them. This process is very important in developing a sense of community among students. Students derive satisfaction from the temporal intimacy of live lectures and the associated whisper facility for socializing in Web Relay Chat. They also exploited the near-simultaneous use of email and the timing of assignment submissions to subtly initiate email exchanges among themselves, as observed in the study. Overall, the interviews conducted in the study indicated that a strong sense of community benefits both individuals and programs, supporting educators' efforts to create such communities for online learners.

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.

Past literature has shown that academic procrastination shares a negative association with an internal locus of control and self-variables, including self-esteem, self-regulation and self-efficacy. These self-variables may even have a negative effect on students’ academic performance. The aim of the current study is to explore whether students who have higher creative self-efficacy are less likely to experience academic procrastination. A correlational research design is used. Hence, the current research determines the relationship between academic procrastination, locus of control, and creative self-efficacy in Pakistani undergraduate students. Pearson's Product Moment Coefficient of Correlation is calculated. There are significant correlations between the three variables. Regression analysis indicates that both variables make a significant contribution towards academic procrastination. Results are discussed in light of the literature review.