Journal of Childhood Literacy and Societal Issues
The Journal of Childhood Literacy and Societal Issues (JoCLSi) is an open-access, double-blind, peer-reviewed international journal that includes empirical research, theoretical articles, case studies, systematic literature reviews, and meta-analyses. It is approved by the Higher Education Commission (HEC) of Pakistan and ranked in the Y-Category for 2024-2025. By keeping in view the mission of the Publisher, the Centre for Children Literacy and Lifelong Learning, the JOCLSI focuses on research topics, i.e., learning environments and assessments, technology for the classroom, social-emotional development, educating children in crisis and conflict zones, literacies from preschool to adulthood, teaching methods, and children-teacher interactions, etc. For details, visit Aim & Scope The journal is multidisciplinary. We welcome submissions from diverse disciplinary backgrounds, including education, library and information sciences, psychology, literacy studies, sociology, anthropology, historical, and cultural studies. Desk Review Time: 1 week (Average) Peer-review Process: 8 weeks (Average) Acceptance Rate: 46% Note: The Journal did not charge any submission, processing, or publication fees to the authors. For detailed guidance, visit Author Guidelines
Centre for Children Literacy and Lifelong Learning
The Creative Commons-Attribution-NonCommercial-NoDerivatives 4.0 International applies to all works published by the Journal of Childhood Literacy and Societal Issues. Authors will retain copyright of the work.
A study to investigate the impact of competency-based education method on student’s learning outcomes as compared to traditional education method at elementary level
The aim of quasi-experimental, pretest-posttest control group study was to determine the effects of Competency-Based Education (CBE) on elementary student learning outcomes versus traditional education strategies in Bahawalpur, Pakistan. The sample included 120 students (60 per group). Pretest and posttest measures, consisting of 20 competency-based questions assessing foundational science, mathematics, and problem-solving, were analyzed using descriptive statistics and independent samples t-tests. Findings established that students instructed via CBE performed significantly better. The experimental group improved their mean baseline performance from 50.08 (pretest) to 79.90 (posttest), average improvement of 29.82 percentage points. Independent t-tests revealed highly significant posttest differences between groups ($p < 0.01$), with large effect sizes reported for pedagogical components like self-paced learning ($d = 0.95$), group projects ($d = 0.91$), and peer review ($d = 0.88$). The reduction in posttest standard deviation (from 0.4837 to 0.3796) also indicated more homogeneous learning outcomes. These empirical results strongly support the efficacy of systematically delivered CBE—which emphasizes student autonomy, collaborative learning, and continuous assessment—in significantly boosting elementary student achievement. The implications are substantial for educational reform in Pakistan, suggesting CBE implementation can alleviate educational inequity and align the system with international evidence favoring competency-based approaches for developing 21st-century skills.
Copyright (c) 2025 Dr. Muhammad Zeeshan, Laiba Shaheen, Dr. Nosheen Malik (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Maternal employment, parental constraints, and children’s behavioral and social-emotional development: A cross-sectional analysis of working mothers and their children
The paper examines the links between the nature of maternal employment, parental restrictions, and the behavioral as well as social-emotional development in children. A cross-sectional study was used with 200 working mothers in South Punjab, Pakistan, who represented different professional fields and employment sectors. The findings indicated that increased work hours had a high positive association with perceived parental constraint especially in school involvement and homework support. The research has indicated that children whose mothers had more constraints exhibited less social skill and more anxiety. The studies support the significance of the work-hour cut and public sector-type family benefit in alleviating the adverse impact of the maternal employment on child development. Some of the policy interventions that are recommended in this study to minimize work-family conflict include: increased paid family days, flexible work, childcare provided by the employer. Also, the results underline the necessity of family-based support mechanisms to counter the low level of parental involvement. The insights are important in enhancing the lives of children in working families and in influencing the working policy. Future studies ought to address the issue of longitudinal designs to enhance the idea of the long term impact of maternal employment on children development.
Copyright (c) 2025 Dr. Syeda Tehmina Naz Bukhari, Dr. Abdul Hameed Qamar, Muhammad Zaman Faridi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Building the future: Comparative perspectives on ECE curriculum, access, and quality in Pakistan and Indonesia
The priority of improving ECE is shared between Indonesia and Pakistan, which can be explained by international commitments, such as SDG 4.2, to provide universal access to pre-primary education. This review takes a comparative narrative approach to the contexts of ECE in these two large nations with reference to curriculum structures, access systems, and quality assurance. This comparative narrative synthesis is based on peer-reviewed articles published since 2020 and up to 2025 and defines findings in the areas of national policy directions, governance structures. The main results are that, whereas the Indonesian curriculum, Merdeka Curriculum, focuses on child-centered learning processes that are based on play and places a high emphasis on quality assurance and inclusion, Pakistan has been experiencing discontinuities in policy implementation, child access, teacher preparation, and infrastructure. There are issues in both nations with respect to the absence of equitable access, especially concerning rural-urban inequities and barriers that are socioeconomically motivated. Some of the recommended areas are the improvement of decentralized ECE governance, the provision of more earmarked financial resources, the promotion of continuous professional development for teachers, and the establishment of quality assurance systems that are more sensitive to the various needs of a community.
Early Childhood Care and Education (ECCE)
Copyright (c) 2025 Dr. Muthmainnah, Muqaddas Sajjad (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Gender, poverty and child schooling: A case study of Punjab, Pakistan
This study investigates the multifaceted factors influencing child schooling in Punjab (Pakistan), with a particular focus on the poverty and gender of the child. The analysis has been done by applying Logistic Regression on the data of the children of age cohort 5-17 obtained through Multiple Indicator Cluster Survey (MICS) 2017-18 conducted in Punjab, Pakistan. Our findings reveal that father’s education, mother’s education, and area of residence (rural/urban), region of residence, family size, rank of the child in the household, remittances, financial support, gender of the child and poverty are significant determinants of children’s schooling. Children of educated parents are more likely to attend school. Similarly, children of the families living in urban areas, belonging to central Punjab and receiving remittances are more likely to attend school. Financial support provided by the government, gender of the child and poverty are also crucial to determine children’s schooling. Our findings further reveal that the probability of school attendance is lower for girls than for boys, and this disparity is even more pronounced among girls from low-income households. This finding is further supported by the interaction term included in our methodology, which confirms the compounded disadvantage faced by girls in poor families.
Copyright (c) 2025 Uzma Abbas, Dr. Zahid Pervaiz (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Systemic barriers and quality enhancement priorities in early childhood care and education (ECCE): Insights from South Punjab, Pakistan
This paper examined systemic issues that influence the Early Childhood Care and Education (ECCE) and investigated the views of practitioners on the quality improvement areas in South Punjab Pakistani public schools. The mixed-method design was used to collect data on 150 ECCE teachers and caregivers using a structured questionnaire with five open-ended questions. The quantitative data were examined by descriptive statistics, independent samples t-tests, and regression analysis, and the qualitative responses were analysed according to their themes. The results demonstrated significant problems in the areas of classroom management, curriculum and teaching resources, infrastructure and learning environment, and administrative and professional support. A big number of students in classes, lack of training in contemporary teaching aids, insufficient play materials, and poor administrative support became major obstacles. Nevertheless, the respondents gave a resounding support to the strategies of improvement like trained staffing, continuous professional development, parental involvement, and greater government funding. Qualitative information supported the supportive settings, practical training and workload reduction to support ECCE provision. Study finds out that the ECCE should be systemically reformed to achieve sustainable improvement and proposes specific investment in workforce capacity, infrastructure, and governance that can bring about quality improvement.
Copyright (c) 2025 Muhammad Rafiq-uz-Zaman (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Challenges in integration: Sociological interpretive analysis of sexually abused male children in district Dir Lower
This study intended to know about the reintegration challenges faced by sexually abused male children. Child sexual abuse causes severe physical, psychological, and emotional suffering and is a serious violation of human rights. The aim of this study was to determine the difficulties faced by male children who had experienced sexual abuse had in reintegrating into society. The researchers employed qualitative research methodologies in this study since the nature of the research necessitates a thorough examination of the rehabilitation and reintegration process. Albert Bandura's social learning theory served as the theoretical foundation for this investigation. The saturation point was used to establish the sample size, which were ten participants. The data in the current study was decoded by the researchers using thematic analysis. The study finds out that there are significant obstacles for male children who have experienced sexual abuse, such as psychological trauma, societal stigma, and a lack of family support. The results indicate that survivors face anxiety, despair, remorse, fear, and loneliness, and that reintegration is further hampered by weak family ties and social stigma. The study recommends establishing community awareness campaigns, offering ongoing psychosocial counseling, and bolstering family-based support networks.
Copyright (c) 2025 Salman Khan, Riaz Ullah, Dr. Mansoor Ahmad, Hammad Zada, Marjan Gul (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
An analysis of the socioeconomic and cultural aspects of child labour in district Kurram, KPK, Pakistan
This research explores the socio: economic and cultural determinants of child labour in district Kurram, Khyber Pakhtunkhwa with particular emphasis on how it affects the education and welfare of the children. It focuses on the role of parental participation, family income and the number of children they have to feed, dress and bring up alongside harmful impacts of poverty and culture. The study hypothesizes that, child labour is a complex phenomenon influenced by socioeconomic realities and cultural norms, especially where conflicts persist and social norms prevail. Using a quantitative research design, information was gathered using a questionnaire survey from 204 child labourers working in different sectors, which demonstrated that most are (10-15)and belong to Bangash and Turi tribes with minimal education andexposure to bad working conditions. Findings show that, children in suchsituations earn money for their family without knowing their rights.Therefore, it calls for interventions for enhancing the access to education,working conditions and rights awareness etc. It also seeks to enlighten thepolicy makers and other stake-holders regarding the imperative requirementto address child labour in District Kurram through holistic measures tocounter this pressing social issue, providing children in the area a betterfuture.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
STEAM: A contemporary concept and a set of early childhood education
The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in early childhood education is emerging as a key strategy to cultivate essential 21st-century skills for innovation and global citizenship. This narrative review offers an interdisciplinary synthesis of the STEAM movement in the early years, critically examining its conceptual roots, pedagogical practices, and policy implications. Drawing on foundational child development theories and international research, it argues that a well-implemented STEAM model not only supports cognitive growth but also nurtures socio-emotional and creative competencies. Empirical evidence highlights that play-based, inquiry-driven STEAM activities significantly enhance problem-solving, collaboration, and critical thinking. However, the review also identifies substantial implementation challenges, including difficulties in curriculum integration, superficial treatment of the arts, unequal resource access, and the need for a shift in teaching mindsets. To address these, the paper proposes integrating STEAM into national curricula through comprehensive teacher training, fostering community and home-school partnerships, and encouraging culturally responsive practices. Future directions explore STEAM’s convergence with artificial intelligence, virtual reality, nature-based learning, and indigenous knowledge systems. Ultimately, the review positions STEAM as a transformative educational movement capable of equipping young learners to become creative, empathetic, and resilient problem-solvers in an increasingly complex world.
Copyright (c) 2025 Muhammad Rafiq-uz-Zaman (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
AI tools’ affordances for ethical and responsible research: Role of academic libraries
This study aims to investigate the role of libraries in the affordances of AI tools for conducting ethical and responsible research. It also sheds light on the challenges faced by research libraries regarding the responsible use of AI in research and how these libraries create awareness among researchers about the ethical use of AI. It is qualitative research that uses the phenomenology method to conduct interviews with 15 information professionals. Findings indicated that LIS professionals perceived that researchers use AI generative tools for plagiarism detection, instant help, reference and citation tools, and research assistance. The respondents indicated that authenticity and trust in research, data ethics and privacy, academic integrity, misuse of AI tools, originality of academic work, and threats to human intelligence and creativity were the major challenges to the ethical use of AI in research. Moreover, the status of AI literacy regarding the ethical use of AI generative tools in research is not satisfactory in libraries. The support of all stakeholders and AI literacy is thought to be fundamental for responsible research practices in an AI environment.
Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0
The information landscape of rural teenage girls: A study of district Swabi, Pakistan
This research explores how teenage girls in the Swabi District of Khyber Pakhtunkhwa, Pakistan, handle information. It's all about understanding the ways they find, utilize, and spread the word, and any roadblocks they hit along the way. Semi-structured interviews were conducted with 15 teenage girls between 16 and 17 years of age, from the first-year students of government colleges of Swabi district, selected through purposive sampling. The thematic analysis was used for data analysis. The findings show that for information seeking, these girls depend on Google, YouTube, and ChatGPT for both fun and school stuff. But they still use more traditional sources, like books, newspapers, and their social circles, showing that these old-school methods are still important in their daily lives. The research shows that participants are quite adept at applying the information they find to various everyday situations, such as cooking, beauty routines, preparing projects, and even health-related matters. But even though these rural teenage girls are resourceful, they still run into some big challenges. This study emphasizes that we need to do more for rural girls, like boost internet access and create information programs that are mindful of local cultures, so everyone can get the information they need.
Parental involvement and its impact on speech intelligibility after speech therapy of children with hearing impairment
Parental involvement is nowadays crucial in successful curricular and co-curricular programs for children. Similarly, it is impactful in the speech intelligibility of children with hearing impairment after speech therapy. Therefore, the role of parental involvement in speech therapy and intelligibility was of special interest to study. The main objective of this quantitative study was to check the impact of parental involvement on the speech intelligibility of children with hearing impairment after speech therapy. A descriptive survey design was used, involving a sample of 50 parents. Data was collected through a self-developed close-ended questionnaire, which was analyzed using SPSS. Results showed a significant positive correlation between parental involvement and speech intelligibility (r = 0.535, p < 0.001). Factors such as the degree of hearing loss and time spent on speech exercises had a notable influence. The findings also highlight that active and consistent parental engagement through home practice, emotional support, and collaboration with therapists result in better speech outcomes. Specifically, parents who are trained and actively participate in reinforcing therapy strategies at home tend to have children with better speech intelligibility. This study supported the need of family-centered intervention models, parental training and access to resources in facilitating active parental involvement.
Parental Involvement in Child Development
History of childhood in Pashtun society: A concept of cultural labor
This study deals with the construction and development of Pashtun’s childhood as cultural learning in doing Pashto, which highlights patterns, practices and characteristics of family-based parenting and community-based parenting in form of duty, honor which involved emotional dehumanization and projects Pashtun children as unintelligible and ignorant subject in the past. Pashtun children are the most marginalized portion of society. This study tried to understand concepts and moral understanding of Pashtun society which projected the development of children behaviors and emotions in different stages of childhood. There are historical efforts after the ethnic modernism which deeply affected the culture of learning for children in Pashtun society. This study adopted the patterns of Pashtun childhood, which reinforces by the burden of historical past through cultural labor of learning in Pashtun society. Thorough history methods this study tried to evaluate Pashtun children’s literature from private to public spaces. This study integrates into the history of Pashtun family and doing Pashto as an ancient institutions and social contracts in Pashtunkhwa. This study tried to reenact labor of learning as cultural capital integrated with the historical development of Childhood. It helps historiographic representation of children’s labor of leaning in Pashtun society.
Evaluating learning gains using mastery learning
The Interstate Teacher Assessment and Support Consortium (InTASC) dispositions are essential to teacher effectiveness, often resulting in higher performance on standardized tests. This study highlights the influence and importance of dispositions as it evaluates the impact of differentiated instruction using alignment and mastery learning on the learning gains of 46 students. The study employed pre- and post-tests, specifically the Stanford Achievement Test’s reading section percentile scores, and analyzed the results using a t-test and effect size. All instructors employed the same teaching method for an equal amount of time. A statistically significant mean difference of 8.28 and a Cohen’s d of 0.63 were reported. Results indicate that Exemplary Center for Reading Instruction (ECRI)-based reading interventions likely contributed to student improvement. The results of this study can be used to help further the understanding of mastery learning for both future and practicing educators.
Exemplary Center for Reading Instruction (ECRI)
Gendered oppression and environmental exploitation: An ecofeminist study of selected Pakistani novels
The study seeks to analyze the intersection of gender oppression and ecological violence in contemporary Pakistani literary works from an ecofeminist viewpoint. It, therefore, focuses on four selected novels: Before She Sleeps (2018) by Bina Shah, Trespassing (2003) by Uzma Aslam Khan, The Shadow of the Crescent Moon (2013) by Fatima Bhutto, and The Wandering Falcon (2011) by Jamil Ahmad. The research has used a qualitative method to study the connections between the patriarchy, economic exploitation, and ecological destruction in these texts because of the anthropization of women and nature. The study employs a painstaking textual analysis and thematic approach to depict micro-level recurring themes of female subjugation, environmental change, and resistance towards socio-political order. The analysis is guided in particular by the ecofeminist approaches of Vandana Shiva and Greta Gaard, which explain the combination of gender and ecological violence in a capitalistic society with patriarchy. This work contributes to the existing body of knowledge on ecofeminism by extending its application to the Pakistani literature and addressing complex interrelations of gender and nature.
Remote literacy instruction and curriculum for pre-K: Educators’ and parents’ perspectives
Research has consistently demonstrated that quality instruction in Pre-Kindergarten (Pre-K) plays a tremendous role in building a foundation for literacy, particularly among disadvantaged students. The COVID-19 pandemic significantly impacted the instruction provided in Pre-K classrooms worldwide. Pre-K students who were typically instructed using play-based interactive learning techniques were forced to learn in virtual environments, often using unfamiliar technologies. Educational research identified this sudden and unplanned instructional shift as emergency remote teaching (ERT). The present study was conducted to understand educators’ and parents’ perspectives about the nature and impact of the transition to remote literacy instruction in Pre-K settings. An online survey was developed and administered in collaboration with the school district leadership of a mid-sized urban city in the Mid-Atlantic United States. Findings highlighted changes centered on the content and delivery of literacy curriculum and available support and resources for remote learning.. Due in part to the unprecedented nature of a pandemic of this scale, educators and parents shared that there was a struggle to implement an early literacy curriculum and their unfulfilled needs concerning literacy instruction.
An evaluative study of the alignment between primary level textbooks and the national curriculum for English
This study aimed to investigate the alignment between National Curriculum for English Language (2006) and Textbooks of Primary Level. Curriculum-Textbook Alignment Rubric developed by Saeed (2014) was used to investigate the alignment between the textbooks from grade III to V and National Curriculum document. The results showed that, English textbooks of grade III, IV, V, and National curriculum (2006) were not completely aligned with each other. The SLOs listed in English textbooks were not exactly the same as listed in National curriculum i.e. some were different in wording, frequency, or missing on either side. Therefore, a specially designed table was used to examine vertical alignment and reconcile the SLOs of textbook and curriculum document. Furthermore, all SLOs and the content of the textbooks of grades III, IV, & V were lying at first and second levels of depth of knowledge of Webb alignment tool, and mainly focused on lower-order thinking skills. In view of above, it was recommended that textbook developers should incorporate the exact SLOs of National curriculum in their textbooks, strike a balance between lower and higher order thinking skills as well as try to develop textbooks in line with the curriculum document.
A quantitative analysis of the AI usage in students' learning performance
The research focuses on the impact of Artificial Intelligence in student learning in Government Post Graduate College Mardan. Surveys and inferential statistics analyzed data gained from 320 students selected randomly who took part in this quantitative research. Respondents rated AI usage as M = 3.89 (SD = 0.543) and its effectiveness scored M = 4.187 (SD = 0.121). Student engagement together with learning outcomes demonstrated positive outcomes according to participants with mean ratings of M = 3.656 (SD = 0.333) and M = 3.132 (SD = 0.231) respectively. Moreover, AI usage acts as a predictor of student engagement to the extent of 45.5% based on the regression analysis (R² = 0.455, p = 0.001) while also explaining 46.6% of perceived learning effectiveness (R² = 0.466, p = 0.005). The determination of learning outcomes variance reaches 51.3% (R² = 0.513, p = 0.004) yet other performance variables remain significant. This study concluded that most students are deficient in knowledge processes in applying AI tools efficiently due to not having undergone appropriate training concerning their application. While the supportive aspect of AI is useful to educational systems, but students still need to retain their basic ability in creativity and critical thinking.
Exploring the relationship between library resources and students’ academic performance
Libraries play a crucial role in supporting students' academics by granting them access to a variety of information and services to enhance their academic performance. This study aims to explore the impact of library resources on the college student’s academic performance. This research targeted 1641 BS-level students enrolled in the spring semester of 2023. Employing a simple random sampling, a sample of 311 students was selected based on the Sekaran table (2003). Descriptive statistics indicated that students extensively utilized the library for studying, as reflected by a high mean score (M=2.93) for library utilization. Additionally, personal study environment (M=2.73), study habits, and resources (M=3.49) received notably high mean scores. Correlation results demonstrated a positive and significant relationship (r=.576, p=.000) between the library and student academic performance. Specifically, the correlation between student academic achievement and library use was found strongly significant (r=.674, p=.000), indicating a clear association between these variables. However, no significant correlation was observed between student academic performance and the personal study environment in this study (r=.558, p=.021). Conclusively, this research indicates that colleges ought to give precedence to digital library services and guarantee that learners have access to course-specific resources, thereby creating a basis for improving students' knowledge.
Dr. Ihsan Ullah Khan Dr. Ihsan Ullah Khan
Shaping masculinity through control: Unveiling the impact of paternal authoritarian parenting on child gender role identity
This study seeks to explore the influence of paternal parenting styles associated with masculinity on the development of gender role identity in children. Data was collected from male and female graduates as well as undergraduates at Hazara University Mansehra to address the research questions. Data was collected using a quantitative approach, employing the Bem Sex Role Inventory to evaluate masculinity among the study participants; along with the Paternal Authority Questionnaire, data collection was conducted using a structured questionnaire. A sample of 370 individuals was utilized to collect data at the selected university. The method of Systematic sampling was utilized to gather data from participants. The statistical data was analyzed through univariate, Bi-variate and multi-variate methods. A comprehensive analysis was performed to determine the relationship between dependent and independent variables. The chi-square and gamma association results between the Authoritarian Parenting Style and level of Masculinity were statistically significant and negatively associated.
A comparative study on gender differences in the level of multisensory approaches among hearing impaired children
This comparative study investigated gender differences in the level of multisensory approaches among hearing-impaired children. Research indicates that females often display a greater willingness to participate in studies, which may be influenced by cognitive abilities and societal expectations. Using the Sensory Profile Standardized Assessment Tool, this study investigates gender differences in the integration of children with hearing loss, including age, a strong family, and an education environment. Strong measurement tools and descriptive statistics reveal differences in participant success. Results indicate no significant differences between males and females regarding hearing quality, behavioral responses, or scores. Although mean scores changed little, effect sizes were small to moderate. Possible reasons for these nonsignificant findings include size limitations, within-growth differences, measurement precision issues, gender overlap, and different risk factors. While gender did not significantly impact emotional and behavioral outcomes in children with hearing impairments, subtle differences warrant further investigation. These findings highlight the complexity of individual differences in this group and emphasize the need for a nuanced approach to meet their diverse needs.
Parent perceptions of children’s early writing practices
Children’s early writing development and expression through symbolic representation is heavily influenced by the social and cultural factors but the most influencing factors considered is their parents and families’ interactions. In this scenario, this study explored how 12 parents understand their young children's early writing practices, or symbolic representation, such as drawing and writing. Data were collected through focus groups, home interviews, children's work samples, and observations of parent-child activities. The preschool was located on a public university campus in the mid-Atlantic region of the United States. Constant comparative analysis was used to analyze the data. Results indicate that most parents valued conventional forms of symbolic representation, especially writing and drawing, and emphasized the importance of alphabetic writing for kindergarten readiness. Parents believed that children’s ability to write letters and their names is crucial at the kindergarten level. The study contributed significantly by recording parents’ voices on their children’s symbolic representation and suggested a strong home-school connection could further support children’s development and learning.
Reading, Writing, and Speaking Development
Is e-governance reduce poverty and enhancing social welfare? Analyzing the efficiency of public service delivery, digital literacy, and accessibility
This study investigates the role of e-governance in reducing poverty and enhancing social welfare, focusing on the mediating effect of public service delivery efficiency and the moderating role of digital literacy and accessibility. Using a quantitative cross-sectional research design, data were collected from 242 stakeholders in Pakistan, including government officials, beneficiaries of e-governance initiatives, and IT professionals. Structured questionnaires were employed to measure e-governance implementation, poverty reduction, social welfare improvements, public service efficiency, and digital literacy. SPSS and AMOS were used to analyze the collected data. The data were analyzed using Descriptive statistics, correlation, regression, and mediation-moderation techniques. Findings reveal that e-governance significantly influences poverty reduction (β = 0.38, p < 0.001) and social welfare improvements, mediated by public service efficiency (β = 0.22, p < 0.001). Digital literacy and accessibility moderate this relationship, with higher digital skills enhancing e-governance outcomes (β = 0.60, p < 0.001). The study underscores the importance of digital inclusion and efficient public service delivery in maximizing the socio-economic benefits of e-governance. These results provide valuable insights for policymakers to design inclusive digital governance frameworks, emphasizing investments in digital infrastructure and literacy programs to achieve sustainable development goals.
Academic achievement among students with pre and post-lingual hearing impairment: Capturing perceptions of special education teachers
Students with pre-lingual hearing impairment often face challenges in academic performance. In the case of pre and post-lingual hearing impairment (HI), there are varied factors that can result in a prominent difference in their academic achievements. For this purpose, a study was conducted to compare the academic achievements of students with pre and post-lingual HI along with factors affecting their academic achievements in the perception of teachers dealing with those students in the same classroom. This research is Qualitative. Data was collected from six special education teachers through an interview-based questionnaire (open-ended), who have taught both students with pre and post-lingual HI in the same classroom. The teachers were selected through purposive sampling from two deaf schools (Hamza & Inayat Foundation) in Lahore. A self-developed open-ended questionnaire was used to collect data. For analyzing the data, content analysis and coding techniques were used. The results demonstrated the teachers’ perception that students with post-lingual HI used to learn more quickly and usually achieve higher grades than their peers with pre-lingual HI. Additionally, the factors affecting the academic achievements in these groups are language acquisition, hearing aid use, residual hearing, parental unawareness/non-cooperative behavior, and improper teaching styles & aids (poor curriculum design).
Evaluation of challenges faced by the early childhood care and education due to the shortage of teachers in Punjab, Pakistan
Early Childhood Care and Education (ECCE) is essential in developing young children's fundamental cognitive and social-emotional skills. This research examines the difficulties encountered by early ECCE in Punjab, Pakistan, specifically highlighting teacher shortages, insufficient teacher training, and the underutilization of available resources. Using a mixed-method approach, data were collected from 40 ECCE schools in Bahawalnagar District. Data were collected quantitatively from the School Information System (SIS), and qualitative data were gathered through interviews from caretakers of ECCE rooms and classroom observations. Research indicates a severe teacher shortage in Punjab, where 107,372 teaching positions are unfilled, with 3,984 vacancies concentrated in Bahawalnagar. More than 95% of ECCE teachers and caregivers are deficient in essential skills; conversely, over 50% of educational institutions cannot utilize ECCE kits to their full potential due to insufficient training. Overcrowding is widespread, with approximately 70% of schools combining ECCE, Playgroup, and Nursery classes under a single caretaker, ultimately compromising educational standards. The situation delivers fewer results because government policies fail and organizations waste available resources. The research recommends filling the vacant posts of teachers, launch teachers’ trainings programs with ECCE. By addressing the challenges ECCE will be fruitful for ECCE learners.
Early Childhood Care and Education (ECCE), ECCE Challenges, Shortage of Teachers, ECE Punjab, School Education Department Punjab
The impact of teacher intervention on early writing development in kindergarten 1 students
This research looks at how teachers use purposeful interventions, with specific consideration for parent engagement, planned errors, sensory activities, and scaffolding practices to help kids (3.5–4 years old) develop early writing competencies. A quasi-experimental research method separated 26 students into two study groups to conduct the investigation. The intervention group experienced structured support because their teachers demonstrated letter formations and employed error correction methods while guiding selected fine motor activities and using kinesthetic methods. It showed better fine motor performance as well as improved letter writing abilities and enhanced writing quality than students in the control group. The techniques led educational students to develop better pincer grip skills together with improved written proportions and improved entire letter formation structure. Students’ skill acquisition speeded up as well as their motivation because of the combined approach of multisensory learning with parent involvement and both groups showed improved application of learned skills during autonomous play sessions. Data confirms that students need purpose-driven training methods combined with interactive activities along with scaffolding support systems to build their writing competencies along with self-assurance and base skills. Future educational research requirements must examine the long-term effects of these approaches in different educational contexts.
The role of policy interventions in improving childhood literacy in district Mansehra, Pakistan
Literacy in childhood forms the basis of educational successes and the long-term socio-economic development of a society. The purpose of this research is to investigate ways in which policy intervention contributes to student performance as measured by the level of literacy among selected primary school students. Using a qualitative case study methodology, data was gathered via structured interviews with 15 participating teachers of primary schools and five local education officers and focus group discussions (FGDs) with parents. Thematic analysis of the data revealed five key themes. Results reveal strengths that reveal the benefits of phonics-based curriculum reforms are well evidenced but only slow by poor implementation by teachers resulting from poor training and materials. Socio-economic differences came out clearly as major barriers, whereby parents’ support and printed materials impacted literacy levels. Teacher training was pointed out as critical, about the fact that teachers needed to be trained continually. There was evidence that technological interventions had been effective. In sum, the study finds that integrated policy models that focus on socio-economic disparities, school funding, professional development of teachers, and parents’ participation are relevant in enhancing literacy levels in the developing world.
Fostering financial literacy in children: a cornerstone for economic well-being
Today, education is the entire teaching of content that lacks an emphasis on learning financial knowledge. Financial literacy goes to its core so that early financial concepts can be laid down for children to be able to make better decision-making and healthy financial habits. This article thus traces the conditions of practical strategies, challenges, and wider issues while providing an extensive framework around the incorporation of financial literacy within early childhood education. Now, financial literacy is one of the most essential skills a human should possess under the 21st-century conditions that are poised to raise the bar for increasingly complex economies and individual success. The research thus dwells on the urgency of making financial education part of the formative years of children (National Endowment for Financial Education, 2020). It looks at the various benefits that come along with financial literacy, the various problems associated with its delivery, and, finally, the wider societal challenge. The essay goes on to relate theoretical paradigms with teaching approaches and policy recommendations to emphasize the importance of a collective endeavor in equipping children with the monetary capacity to manage an equitable, sustainable future.
Bridging Theory and Practice: Enhancing Teacher Preparedness through Action Research in Norway
This research article explores how action research empowers educators and boosts their readiness to excel in Norway's dynamic educational landscape. With a growing emphasis on evidence-based teaching practices, the integration of research training into teacher education programs has become increasingly crucial. This study explores how action research serves as a bridge between theoretical knowledge and classroom practice, empowering educators to critically reflect on their teaching methods and implement evidence-based strategies. Drawing on data collected from experienced teachers engaged in action research projects, this paper examines the impact of such initiatives on teacher professional development and student learning outcomes. Through empirical investigations and case studies, this research explores the impact of inquiry-based learning, blended learning approaches, differentiated instruction, and authentic assessment on student learning outcomes. Furthermore, it investigates the integration of research training into teacher education programs, the role of mentorship in teacher development, and the effectiveness of professional development initiatives in empowering educators. Findings highlight the value of action research in fostering a culture of continuous improvement within Norwegian schools, facilitating collaborative learning communities, and ultimately enhancing teacher efficacy and student achievement. Implications for teacher education programs and recommendations for future research are discussed.
Effects of social media engagement and romantic relationships on academic distraction with emotional attachment as a mediator
The current research attempts to unveil the moderating role of academic self-efficacy and the mediating role of emotional attachment between social media engagement, romantic relationships, and academic distraction. The path model analysis of the study indicates that academic distraction is positively related to social media engagement and romantic relationships as hypothesized in this study. Liking constitutes a significant mediating factor in both relations and is more so a heightener of the social media and romantic involvement distraction. Furthermore, the findings suggest that emotional attachment interacts with academic self-efficacy concerning academic distraction, with those students having greater self-efficacy reporting higher levels of distraction. These findings therefore point to the need for educational practices and student support systems, to attend to the role of emotional and relational factors particularly, emotional attachment to students’ academic focus. This way the dynamics will make educators and policymakers understand how to address the issues of social media and romantic relationships in academic environments well.
Social Media Engagement, Romantic Relationships, Academic Distraction, Emotional Attachment, Academic Self-Efficacy
Addressing gender bias in choosing professional fields: a holistic approach to student success
The aim and objective of this research is to understand and mitigate the impact of gender bias with the help of parents and educational institutions for addressing gender bias. However, this study considered the opinions of students about their gender-related perceptions and their parents’ stereotypical beliefs related to the field of studies. It is a fundamental qualitative cross-sectional case study within a conflict theoretical framework. Twenty in-depth interviews were conducted for data collection. In this study, the universe is Karachi. The data was analyzed through the thematic analysis method. It was concluded that gender-related perceptions of intelligence and capability influence students' self-esteem and motivation. Parents and educational institutions can play a role in addressing and mitigating the impact of gender-related perceptions on students. Parents can motivate their children and increase their confidence, while educational institutions can arrange workshops, conduct seminars, and implement comprehensive gender education. The study's overall conclusion highlights the importance of eradicating gender stereotypes and promoting an environment that is more equal for all students. Stakeholders should assist children in achieving their full potential by comprehending the effects of gender bias and taking action to address them.
Gender Bias, Student Success, Parental Influence, Educational Institutions.