Peace teachings foster a conducive environment for achieving sustainable peace. Applying the constructivist research paradigm, the researcher adopted a qualitative survey approach. The sample was consisted of a total of 10 faculty members from the 15 general public sector universities that were offering B.Ed. (Hons) Elementary 4-year program with the senior semesters, i.e., 7-8 in Pakistan through a simple random sampling technique. The data were collected by using a structured interview schedule, and narrative analysis was established by applying the suggested process by Cohen in 2018. It was concluded that no course of peace education exists in the teacher education curriculum. Therefore, it is recommended that the Higher Education Commission (HEC) of Pakistan review the curriculum and consider the proposed peace education course for the teacher education curriculum.

Sustainable peace is the ultimate aim of any society, and it is possible through peace teachings. Using the constructivist paradigm, the researcher applied a qualitative survey approach. The population consisted of all faculty members from 85 general public sector universities in Pakistan, while the sample comprised 20 faculty members who were teaching to the B.Ed. (Hons) Elementary 4-year classes with 6-8 semesters were selected through a simple random sampling technique. A structured interview schedule was used to collect data, and a narrative analysis process, as suggested by Cohen in 2018 was adopted. It was concluded that no comprehensive integration framework for peace education in teacher education is available. Therefore, it was recommended that the Higher Education Commission (HEC) of Pakistan implement it to achieve sustainable peace in Pakistan.

Within the context of the Interpersonal Theory of Suicide, this look at checked out socioeconomic and demographic predictors of interpersonal desires and suicide hazard amongst Pakistani College students. A pattern of 522 college students changed into decided on from universities legal with the aid of using the Higher Education Commission the use of a cross-sectional survey technique. Along with demographic and socioeconomic data, members crammed out questionnaires measuring emotions of hopelessness, thwarted belongingness, perceived burdensomeness, and suicide thoughts. The findings confirmed that interpersonal misery and pessimism had been drastically better amongst scholars from lower-profits houses and people whose fathers had much less training. Perceived burdensomeness, thwarted belongingness, hopelessness, and suicidal ideation all confirmed sturdy fine correlations, with hopelessness displaying the very best correlation with suicidal hazard, in line with correlation studies. The theoretical speculation that socioeconomic inequality will increase suicide susceptibility thru interpersonal and cognitive pathways is supported with the aid of using those data. The look at emphasizes how institutional injustices and person mental problems have an effect on college students` suicidal hazard. Early detection of high-hazard college students can be more advantageous with the aid of using inclusive of socioeconomic evaluation into campus intellectual fitness services. The outcomes spotlight the need for socially aware suicide prevention strategies in South Asian better training settings and guide the cross-cultural validation of the Interpersonal Theory of Suicide.

Over the last decade Pakistan has made progress in expanding access to basic education; however, the transition to tertiary education continues to show gendered patterns that vary by province, urban/rural location and field of study. This paper examines the ratio of women at the university level in Pakistan using national administrative and survey sources (Higher Education Commission, Pakistan Education Statistics, UNESCO/ World Bank indicators) and recent empirical studies from 2019–2024. The study adopts a mixed-methods approach: quantitative trend and cohort analysis using HEC enrolment figures and UNESCO/WDI indicators, and qualitative synthesis of recent field studies addressing barriers faced by female students in marginalised regions. Key findings show that the female-to-male ratio in tertiary enrolment has improved over recent years and, in some years, reached parity at the aggregate level, but this masks large subnational disparities: women remain under-represented in STEM and technical fields and over-represented in arts/social sciences (HEC, 2023–24; PIE, 2024). Structural barriers — distance to institutions, safety and transportation, socio-cultural norms, and institutional capacity — still constrain female participation in many districts (UN Women, 2024; Habib, 2024). The analysis using SPSS and Excel for descriptive statistics and trend charts indicates a rising gross enrolment ratio (GER) for women in tertiary education (national GER ~11% in 2023; World Bank/UNESCO data) and a female: male tertiary enrolment ratio approaching or exceeding 1.0 in national aggregates in some recent years, but with high variance across provinces (HEC, 2023–24; UNESCO, 2023). The paper concludes with policy recommendations to increase equitable access — expanding women-friendly campuses, targeted scholarships, transport and safety measures, and promotion of women in STEM — and recommends future research on intersectional barriers using disaggregated longitudinal datasets.

BackgroundAn aging population in Pakistan is relying more and more on informal caregivers as organized elder care systems are hard to come by. In cities such as Hyderabad, caregiving is largely a family-oriented responsibility, and it is deeply rooted in culture and religion. Women disproportionately shoulder the burden of caregiving and experience emotional, physical, and financial distress as a result. While the global literature acknowledges caregiving as fundamental to health systems, there is scant research evidence on the experiences of caregivers in low-resource South Asian settings. This paper explores the difficulties, coping strategies, and social relations shaping informal caregiving in Hyderabad, Pakistan.MethodsA qualitative explorative research design was followed. The data were collected by using semi-structured in-depth interviews from 11 family caregivers who render home-based unpaid care to an older adult or chronically ill family member. Patients were selected conveniently from the Civil Hospital, Hyderabad. The interviews were carried out in Sindhi and Urdu, transcribed verbatim into English translation, and subjected to thematic analysis. The research was ethically approved, and informed consent was obtained from the Higher Education Commission (HEC) Institutional Review Board.ResultsSix major themes emerged from the analysis: caregiving roles, family involvement, decision-making in care, health system experiences, financial difficulties, and psychosocial effects. The caregivers, particularly women, have emotional burnout, fatigue, social isolation, and financial strain: the results say. Spouses, sons, and brothers (many of whom comprise the pool of male relatives) were more likely to have provided economic aid than volunteer assistance. Along the same line, people complained about access to care: wait times and a bad rapport with doctors. However, caregivers described moral satisfaction and a kind of emotional connection as core factors keeping them going.ConclusionUnpaid caregiving in Pakistan is a kaleidoscope of cultural coercion, gender inequality, and institutional betrayal. In addition, policy responses such as caregiver training, respite care, financial assistance, and mental health services, which have been offered to soldiers who return from war zones, have been created to alleviate the strain of caregiving and provide better outcomes for eldercare. This research provides policy-relevant information for healthcare decision-makers and contributes to the global geriatric care discussion.

During last century, most of the government around globe has initiated digital transformation of public service primarily for enhancing public service delivery, especially in developing nations where conventional bureaucratic structures frequently hamper efficiency and effectiveness. Utilizing the nexus between Public Service Logic (PSL) and the Technology Acceptance Model (TAM), this research investigates the role of citizen feedback in enhancing digital public services, specifically through the case study of the Higher Education Commission (HEC) of Pakistan’s degree attestation system. The study is based on qualitative data derived from user interviews and online feedback to compare citizen experiences with digital and walk-in attestation services and also explore whether their experiences can add to any other user experience or not. The results indicate that digital system is better than the traditional walk-in process, which is still linked to delays and administrative frustration. The study does not find evidence of formal co-production or co-design; however, it illustrates that citizen feedback serves as an indirect yet significant contribution to public value creation by guiding future service enhancements and influencing user expectations. The study augments digital governance literature by positioning citizen feedback within a PSL framework, demonstrating that public value can develop incrementally through feedback loops rather than solely through fully institutionalized co-creation mechanisms. The results provide actionable insights for public service providers aiming to progress from basic digitization to enhanced citizen-centric service delivery.

The research was undertaken to assess the problems and practices in relation to training and capacity-building of faculty members serving in the transitional education (TNE) institutions offering higher education qualifications in Pakistan. The study is based on a qualitative research approach that examines the various aspects of faculty training and development covering the issues particular to TNE institutes’ teaching staff. The paper evaluates different requisites and unique training needs which are specific to TNE teaching and academic provision. The paper also elucidates the diverse methods and techniques employed for the delivery of training initiatives to TNE faculty in order to ensure academic rigor and quality at TNE establishments. The paper entails an interpretivist research philosophy, taking into consideration inputs from both primary and secondary data sources including published reports, working-papers, publications from regulatory organizations like HEC (Higher Education Commission) as well as narratives based on interviews of academics, administrators, and quality-assurance officials rendering their services at TNE institutes across Pakistan. Faculty capability has become the determining factor that influences academic quality, program equivalence and student experience in colleges affiliated with foreign institutions. In this paper, faculty training and development in the TNE sector in Pakistan is considered from two perspectives. Firstly, the paper examines faculty needs, deficiencies and contextual issues that contribute to the lack of professional development and pedagogical efficacy. Subsequently, the paper evaluates global and regional models of faculty capacity building; suggesting a contextualized framework for faculty capacity building suited to the regulatory and cultural context of Pakistan. Based on the holistic outlook from both primary and secondary sources of data, regarding various facets of faculty training and development, the paper finally offers some proposals and recommendations to enhance the productivity and performance of teaching staff at Pakistan’s TNE institutions in order to warrant a progressive TNE sector.

This research paper investigates the adoption of electronic journals (e-journals) in Pakistani academic institutions, focusing on their role in advancing digital scholarship. Utilizing a mixed-methods approach, including secondary data from scholarly articles, surveys, and statistical analysis, the study examines usage patterns, barriers, and the potential for digital transformation in higher education. Key findings from analyzed studies indicate moderate adoption rates, with 37.9% of researchers accessing e-resources 2-3 times per week, but significant barriers such as access restrictions (mean score 4.31) and slow internet (4.08) hinder progress. Diagrams illustrate frequency distributions and barrier intensities, while analysis highlights the need for infrastructure improvements and digital literacy programs. The paper concludes with recommendations for the Higher Education Commission (HEC) to enhance e-journal integration, fostering inclusive digital scholarship in Pakistan.

The study explores the integration of entrepreneurship into library and information sciences by examining the perceptions of the LIS community in Pakistan regarding the importance of entrepreneurial competencies to venture as a librapreneurs- a concept that blends librarianship with entrepreneurship, enabling the LIS community to take innovative approaches to become self-reliant rather than solely relying on traditional employment. Furthermore, the study seeks perceptions of LIS faculty regarding the strength or integration of entrepreneurial concepts into the BLIS/MLIS curriculum. Using an Explanatory Sequential Method, a mixed method approach, quantitative data was gathered using a semi-structured questionnaire from university librarians and LIS faculty and analyzed using SPSS. Later, qualitative data were collected from BLIS/MLIS program coordinators through semi-structured interviews and analyzed using NVivo 21. The findings highlight key entrepreneurial competencies, including decision-making, technology proficiency, information literacy, communication skills, and knowledge of customer psychology and relationships. Despite the inclusion of entrepreneurship as a subject in the LIS curriculum by the Higher Education Commission, perceptions reveal that gaps remain in fostering a librapreneurial mindset. The LIS curriculum has a number of subjects supporting entrepreneurship but is not being taught or designed to foster entrepreneurship in a true sense. Furthermore, the study revealed that the LIS curriculum is preparing graduates for librarianship rather than librapreneurship. The study suggests that the LIS institutes, policymakers, and HEC should play a vital role in fostering entrepreneurial culture. Special attention is needed to revise the curriculum and provide faculty training to support and encourage entrepreneurship. The practical implications of the study extend to LIS institutions, policymakers, and the LIS community themselves. By addressing the identified gaps, the LIS institutions can play a significant role in preparing graduates for librapreneurial endeavors.

This research evaluates the impact of performance-based funding (PBF) on higher education institutions in Pakistan, employing a mixed-methods framework. The researchers selected 12 universities across four provinces (public and private) on which the Higher Education Commission (HEC) had acted regarding the 2019-2023 PBF implementation policy. The researchers collected and analyzed documents and primary data for the study from 360 university administrators, faculty, and HEC officials through a survey, as well as in-depth and focus group interviews. According to published research output, PBF implementation was reported to increase the graduation rate by 43%, as well as 28% and 35% increases in faculty qualifications. However, the qualitative data collected highlighted issues of compliance, as the PBF facilitators noted a lack of academic autonomy, excessive administrative burden, and institutional gaming. The qualitative data revealed the themes of strategic compliance, sustainability, the trade-off between quality and quantity, resource allocation, and stakeholder opposition. Changes to PBF dictated a positive shift in institutional performance. Thus, policy change should target the periphery to mitigate the unintended adverse effects of PBF on the long-term enhancement of quality within educational institutions.

The Higher Education Commission (HEC) started the "Smart Education" (SE) program to bring Pakistan's universities' educational systems up to date so that they are more professional and relevant to the 21st century. The goal is to more effectively address Pakistan’s needs. We looked into how effective the SE project was at the graduate level, but we ran into problems with digital tools and managing the classroom. The article also included a discussion of the fundamental elements that comprise the SE initiative that was undertaken by the HEC. A sample of 204 people (132 students and 72 teachers) was chosen using a suitable selection procedure so that the results could be applied to a larger group of people, including teachers and students at higher levels. A well-thought-out questionnaire with questions about smart gadgets and how students and professors utilize them in higher education institutions (HEIs) was filled out. Using SPSS 31.0 to undertake both descriptive (frequencies and percentages) and inferential (chi-square test) analysis of the statistical data. We acquired that students at HEIs in Pakistan knew how important smart bags and other equipment were. But the level of access to these materials needed to be better. This study fills in the gaps between the SE system's results at Pakistan's higher education institutions and the skills that are needed. A model is suggested that integrates the vital components of smart classrooms in higher education.

This research paper focuses on the role of the Higher Education Commission (HEC) and provincial governments in implementing reforms to the teacher education curriculum in Pakistan, specifically in relation to the Single National Curriculum (SNC). This research paper is based on the increase of national uniformity and quality in teacher education based on policy developments and reform agendas. The focus and foundation of the research is guided by two objectives, two research questions, and two hypotheses that explore the role(s) and coordination of national and provincial education institutions in curriculum rethink and change. A quantitative research design is used to conduct the study with a survey as the method of data collection. The research population included District Education Officers, education experts, university faculty, NGOs, a wide group of scholars, and practitioners in the field, with an overall purposive sample of 250 respondents in total. Data is presented using tables and analysis of pie charts to provide the prevalence and trends of responses. The findings indicate partial alignment and varying levels of support for implementation from provincial bodies and significant gaps in training, clarity of policy, and cooperation across institutions. In conclusion, while the HEC retains preeminence in standard setting, effective reform depends on forms of engagement with provincial agents. To ensure ongoing and coherent curriculum reforms in teacher education through the SNC, there is a need to develop coordinated policy frameworks across levels, improved capacity building efforts, and clarified roles. Keywords: HEC, Curriculum Reforms, Teacher Education, Policy Reforms, Single National Curriculum, Provincial Bodies

Background: The rapid growth of social media has transformed communication, education, and business interactions globally. However, its overuse is increasingly linked to maladaptive behaviors, particularly among youth. Cyberbullying perpetration, a rising concern, is strongly associated with problematic social media engagement. While international literature is extensive, studies focusing on the Pakistani population—particularly gender-based differences—remain limited. Understanding these dynamics is essential for developing culturally relevant interventions that promote digital well-being among university students. Objective: This study aimed to examine the relationship between social media addiction and cyberbullying perpetration among young adults in Pakistan, with a particular focus on gender differences. Methods: A cross-sectional correlational design was adopted. Using purposive sampling, data were collected from 156 university students (78 men and 78 women), aged 18–25 years, all of whom were enrolled in BS or MS programs at Higher Education Commission (HEC)-recognized universities and had used social media for at least one year. Two validated instruments were employed: the Bergen Social Media Addiction Scale (BSMAS; α = 0.80) and the Cyberbullying Perpetration Subscale (α = 0.93) of the Cyberbullying Perpetration and Victimization Questionnaire. Data were analyzed using SPSS v27. Results: The mean age of participants was 22.30 ± 1.97 years. A strong positive correlation was found between social media addiction and cyberbullying perpetration (r = .66, p < .01). Men scored significantly higher than women on social media addiction (M = 16.48 ± 4.38 vs. 14.06 ± 5.12; t(154) = 3.13, p = .002) and cyberbullying perpetration (M = 58.88 ± 10.99 vs. 54.51 ± 11.36; t(154) = 2.44, p = .01). Conclusion: The findings highlight a significant gender disparity in social media addiction and cyberbullying behavior among university students in Pakistan. Preventive strategies tailored to young men may be effective in reducing online aggression and fostering safer digital environments.

Purpose – This paper aims to raise awareness of difficulties and inconsistencies in the requirements and the process of the English language testing systems used by some universities in Thailand, and to point out the importance of English language proficiency for the accounting professionals in the present-day world. Body of Knowledge – Since the Higher Education Commission (HEC) of Thailand announced a crucial policy to improve English proficiency standards for higher education students in 2016, all universities in Thailand have already set rules and prescribed their students to fulfill the requirements for English proficiency examination. However, it is rather obvious that the testing requirements of the English language testing systems at the present time are not good and effective as it should be. Thus, when the requirements and the process have been made easier or compromised, the graduates may be underprepared for the workforce and might encounter more challenges at work, especially for accounting professionals. Implications – Policymakers in both Thai government agencies and universities in Thailand may rely on the information provided in this study to formulate more effective solutions and work on additional long-term plans for improving Thai students’ English proficiency. Understanding the flaws of the current English language testing systems will also promote realization and discussion among current and prospective accounting students. Originality/Value – This paper contributes to literature and practice by demonstrating the major problems of the current English language testing systems. To the best of our knowledge, this article is the first to lay out several common requirements for English proficiency examination and their noticeably wide-ranging test scores used in some universities in Thailand. This fact might indicate that English proficiency standards for higher education students in Thailand may not be improved and good as expected.

This study examines the role of leadership styles, specifically digital and transformational leadership, in fostering innovative work behavior (IWB) among business school faculty within the Asian cultural context. In the post-COVID-19 business environment, innovation and adaptability are critical; however, limited research has explored these dynamics in higher education, particularly in business schools. Data was collected from 525 faculty members across business schools in Rawalpindi and Islamabad using a Likert scale survey. Structural Equation Modeling (SEM) was conducted using AMOS software to analyze the direct and indirect relationships between variables through a two-path model. The findings indicate model fit for perceived model. The hypothesis of direct relationship between IVs and DV are found significantly positive. However, the mediating effects do not support the mediating hypothesis. This research provides valuable insights for policymakers and the Higher Education Commission in promoting innovative work behavior among faculty, thereby strengthening academia-industry collaboration.

This study investigates the landscape of research literacy ­programs in Pakistani university libraries, focusing on 54 institutions recognized by the Higher Education Commission. Employing a deductive reasoning approach and quantitative techniques, the research assesses current programs, identifies key challenges impacting effectiveness, and proposes strategies for improvement. Data collected from university librarians via a structured questionnaire revealed an awareness of the significance of research literacy programs. However, impediments, such as limited collaboration between faculty and librarians, insufficient training, lack of organizational support, and technology proficiency gaps were identified. The study recommends proactive measures to address these challenges, emphasizing the necessity for collaborative efforts between librarians and faculty. By shedding light on the existing practices and obstacles, this research contributes to the literature, fostering awareness among Pakistani LIS professionals about the importance of research literacy programs and encouraging enhancements in services provided by university libraries.

This study explores the role of information literacy (IL) in enhancing academic success among engineering students, with a focus on academic motivation (AM), academic integration (AI), and academic performance (AP). A quantitative, cross-sectional survey was conducted with 554 engineering students enrolled in institutions recognized by the Pakistan Engineering Council (PEC) and the Higher Education Commission (HEC). The results revealed that students reported high levels of IL, AM, AI, and AP. Moreover, IL was found to be a significant positive predictor of AM, AI, and AP. These findings offer meaningful implications for engineering educators, institutional policymakers, PEC, and HEC by underscoring the importance of IL in shaping key academic outcomes. The study advocates for the integration of tailored credited IL programs into engineering curricula to foster student motivation, engagement, and performance. Overall, the research highlights the critical role of IL in advancing educational quality and student success in engineering education.

Madam, Quantitative reasoning (QR) refers to quantitative skills that involve the use of mathematical and statistical reasoning within a real-world context and are essential for understanding and studying social reality.1 QR, a multidisciplinary approach that combines mathematical skills, knowledge application, logical reasoning, and real-world problem-solving, is crucial for practical and informed decision-making across various disciplines.2 There is an international consensus that quantitative skills are crucial for undergraduate students in the life sciences.3 In 2020, recognising the importance of quantitative reasoning (QR), Higher Education Commission (HEC) introduced a policy for undergraduate degrees. Dow University of Health Sciences (DUHS) has implemented Quantitative Reasoning as a key component of major health disciplines, including undergraduate medical programs. This initiative is part of the first module of the MBBS programme and was introduced in 2024. This was a significant step toward mobilising future healthcare professionals with essential analytical skills. However, this shift had not been without challenges. Integrating quantitative reasoning into the undergraduate MBBS curriculum has increased stress levels among medical students, who are already facing challenges in transitioning from intermediate studies to the rigorous demands of medical school. This change has added to an already heavy workload, as students are expected to master a wide range of medical subjects within a limited timeframe. The additional analytical requirements of quantitative reasoning, combined with clinical subjects, have made the adjustment particularly challenging, leaving students feeling overwhelmed. To alleviate concerns among medical students about quantitative reasoning and the challenges of an integrated curriculum, we should design modules that enhance skills in quantitative numeracy. Small group teaching will be effective for learning QR because it facilitates interaction and detailed explanations. 4 Additionally, integrating interactive whiteboards into sessions is a practical method for teaching test ordering and interpretation to undergraduate students.5 A hybrid learning model could be implemented by providing tutorials as additional student support. In conclusion, although integrating QR into medical education may present initial challenges, it ultimately provides students with essential tools for their professional development. By designing a thoughtful curriculum and employing supportive teaching strategies, we can help students overcome their apprehension about QR and transform it into a valuable skill set that will benefit them in their medical careers.

The Higher Education Commission's (HEC) Undergraduate Education Policy 2023, is organized to equip graduates with the essential skills and proficiency to enhance economic growth and manage the thorough needs of diverse job industries. The study reports on an analysis of acquiring competency-based learning and fieldwork, among the goals of UGE policy for career progress. The study is based on a comparative analysis of job-oriented speaking curricula concerning competency-based learning and fieldwork at the graduate level. The qualities of the speaking curriculum, whether it reflects competency-based education and fieldwork at the classroom level. The study's framework on a language teaching model was developed by Richard and Rodger (2001). The research utilizes an exploratory, case study, and qualitative research design. Data was collected through teacher interviews, content analysis, and classroom observations in both public and private universities in Islamabad. The findings indicate that the current curriculum only partially follows HEC undergraduate education policy and partially focuses on competency-based learning to develop speaking skills required in job industries. HEC should strictly order universities to implement fieldwork to proceed with a career properly. Moreover, the study proposes suggestions to enhance the implementation of HEC's speaking curriculum and classroom instruction in higher education, offering recommendations for its effective execution.

Abstract The main aim of this study was to identify the personal information management (PIM) practices of university students. A quantitative research method was adopted for this study. The population of the study consisted of currently enrolled students at two HEC (Higher Education Commission) affiliated universities of the province of Punjab, Pakistan. A questionnaire was sent to the target population for data collection by using a convenience sampling technique, with 335 students returning the questionnaire, a response rate (of the collected data) of 88.75 %. The data collected through the questionnaire was arranged and entered into the Statistical Package for the Social Sciences (SPSS) for analysis. The results of the study showed that students perceived that they were at a high level of agreement about their PIM practices. The study provides insights into the PIM practices of university students for effectively managing their personal information. It is suggested that universities should provide proper training on PIM so that students will be able to manage their personal information.