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Green Intelligence in Finance: Artificial Intelligence-Driven ESG Analytics and Sustainable Investment Performance
Full text linkThis study examined the role of artificial intelligence (AI)-driven Environmental, Social and Governance (ESG) analytics in enhancing sustainable investment performance. While traditional ESG ratings had been widely used in responsible investment strategies, they often suffered from data inconsistency, subjectivity and limited coverage of unstructured sustainability information. AI-based ESG systems were increasingly applied to extract deeper sustainability signals from corporate disclosures, reports and external data sources. Using portfolio-level analysis, this study compared the financial outcomes of portfolios constructed using AI-driven ESG indicators with those based on conventional ESG ratings. The results showed that AI-enhanced high-ESG portfolios achieved higher mean returns and superior Sharpe ratios than both AI-based low-ESG portfolios and traditionally rated ESG portfolios. In addition, AI-driven high-ESG portfolios demonstrated lower downside-risk exposure and smaller maximum drawdowns during market stress, indicating stronger resilience. Regression analysis further revealed that AI-derived ESG scores were more strongly associated with excess returns than traditional ESG metrics. These findings suggested that AI improved the informational efficiency of ESG assessment by capturing more accurate, forward-looking sustainability risks and opportunities. The study concluded that AI-driven ESG analytics strengthened the financial relevance of sustainability integration and supported better-informed investment decision-making. The results carried important implications for investors, regulators and corporations seeking to align AI deployment with high-integrity sustainable finance practices, while also highlighting the need for ethical and transparent AI governance in financial markets.
References
Albuquerque, R., Koskinen, Y., Yang, S., & Zhang, C. (2020). Resiliency of environmental and social stocks: An analysis of the exogenous COVID-19 market crash. The Review of Corporate Finance Studies, 9(3), 593–621. https://doi.org/10.1093/rcfs/cfaa011
Ali, A., & Rafiq-uz-Zaman, M. (2025). Institutional inertia vs. ethical innovation: A comparative analysis of AI governance at The Islamia University of Bahawalpur and Cambridge University Press. Contemporary Journal of Social Science Review, 3(4), 91–102. https://doi.org/10.63878/cjssr.v3i4.1695
Alshareef, M. N. (2025). Artificial intelligence-enhanced environmental, social, and governance disclosure quality and financial performance nexus in Saudi listed companies under Vision 2030. Sustainability, 17(16), Article 7421. https://doi.org/10.3390/su17167421
Bai, J., & Ng, S. (2023). Machine learning and finance. Journal of Economic Perspectives, 37(2), 195–216. https://doi.org/10.1257/jep.37.2.195
Berg, F., Kölbel, J., & Rigobon, R. (2022). Aggregate confusion: The divergence of ESG ratings. Review of Finance, 26(6), 1315–1344. https://doi.org/10.1093/rof/rfac033
Broadstock, D. C., Chan, K., Cheng, L. T. W., & Wang, X. (2021). The role of ESG performance during times of financial crisis: Evidence from COVID-19 in China. Finance Research Letters, 38, Article 101716. https://doi.org/10.1016/j.frl.2020.101716
Cao, J., Li, J., Li, W., & Zhou, Y. (2023). ESG, big data and investment decision-making. Journal of International Financial Markets, Institutions and Money, 85, Article 101757. https://doi.org/10.1016/j.intfin.2023.101757
Carlei, V. (2025). Outperforming ESG stocks portfolios: A machine learning approach to generate alpha on the S&P 500. Expert Systems with Applications, 260, Article 120157. https://doi.org/10.1016/j.eswa.2025.120157
Chen, M. A., Wu, Q., & Yang, B. (2019). How valuable is FinTech innovation? Review of Financial Studies, 32(5), 2062–2106. https://doi.org/10.1093/rfs/hhy130
Christensen, D. M., Hail, L., & Leuz, C. (2021). Mandatory CSR and sustainability reporting: Economic analysis and literature review. Review of Accounting Studies, 26(3), 1176–1248. https://doi.org/10.1007/s11142-021-09609-5
Dorfleitner, G., Halbritter, G., & Nguyen, M. (2022). The risk-return-ESG profile of sustainable mutual funds. Journal of Asset Management, 23(3), 177–192. https://doi.org/10.1057/s41260-021-00229-3
Drempetic, S., Klein, C., & Zwergel, B. (2020). The influence of firm size on the ESG score: Corporate sustainability ratings under review. Journal of Business Ethics, 167(2), 333–360. https://doi.org/10.1007/s10551-019-04164-1
Fatemi, A., Glaum, M., & Kaiser, S. (2018). ESG performance and firm value: The moderating role of disclosure. Global Finance Journal, 38, 45–64. https://doi.org/10.1016/j.gfj.2017.03.001
Fernando, G. D., Tripathy, A., & Truong, C. (2022). Corporate sustainability and firm performance: Evidence from global firms. Journal of Business Research, 153, 38–52. https://doi.org/10.1016/j.jbusres.2022.08.011
Friede, G., Busch, T., & Bassen, A. (2015). ESG and financial performance: Aggregated evidence from more than 2,000 empirical studies. Journal of Sustainable Finance & Investment, 5(4), 210–233. https://doi.org/10.1080/20430795.2015.1118917
Gibson Brandon, R., Krueger, P., & Schmidt, P. S. (2021). ESG rating disagreement and stock returns. Financial Analysts Journal, 77(4), 104–127. https://doi.org/10.1080/0015198X.2021.1950807
Grewal, J., Hauptmann, C., & Serafeim, G. (2023). Material sustainability information and stock price informativeness. Journal of Accounting and Economics, 75(1), Article 101430. https://doi.org/10.1287/mnsc.2021.4302
Hamdouni, A. (2025). The role of artificial intelligence in enhancing ESG performance. Journal of Risk and Financial Management, 18(10), Article 572. https://doi.org/10.3390/jrfm18100572
Huang, D., Huang, J., & Wan, J. (2023). ESG investment: A review of the literature. Pacific-Basin Finance Journal, 76, Article 102047. https://doi.org/10.1016/j.pacfin.2022.102047
Huang, R., & Renneboog, L. (2020). The effects of ESG ratings on firm performance. European Corporate Governance Institute - Finance Working Paper No. 722/2020. https://doi.org/10.2139/ssrn.3722732
Krueger, P., Sautner, Z., & Starks, L. T. (2020). The importance of climate risks for institutional investors. Review of Financial Studies, 33(3), 1067–1111. https://doi.org/10.1093/rfs/hhz137
Kumar, S., Managi, S., & Matsuda, A. (2022). Stock market response to COVID-19: Evidence from sustainability indices. Economic Analysis and Policy, 74, 44–58. https://doi.org/10.1016/j.eap.2022.01.004
Li, F., Mai, F., Shen, R., & Yan, X. (2020). Measuring corporate culture using machine learning. Review of Financial Studies, 33(5), 2326–2376. https://doi.org/10.1093/rfs/hhz080
Li, Z., Liao, G., & Wang, Z. (2023). ESG performance and financial performance: Evidence from global firms. Technological Forecasting and Social Change, 189, Article 122337. https://doi.org/10.1016/j.techfore.2023.122337
Lim, T. (2024). Environmental, social, and governance (ESG) and artificial intelligence in finance: State-of-the-art and research takeaways. Artificial Intelligence Review, 57(4), Article 76. https://doi.org/10.1007/s10462-024-10708-3
Liu, Y., Song, J., Zhou, B., & Liu, J. (2025). Artificial intelligence applications and corporate ESG performance. International Review of Economics & Finance, 104, Article 104559. https://doi.org/10.1016/j.iref.2025.104559
Pedersen, L. H., Fitzgibbons, S., & Pomorski, L. (2021). Responsible investing: The ESG-efficient frontier. Journal of Financial Economics, 142(2), 572–597. https://doi.org/10.1016/j.jfineco.2020.11.001
Rafiq-uz-Zaman, M. (2022). Redesign for 21st-century skills: Preparing learners for a rapidly changing workforce. Journal of Business Insight and Innovation, 1(2), 89–102. https://doi.org/10.5281/zenodo.17844804
Rafiq-uz-Zaman, M. (2023). Teacher training needs for skill-based education: A review of competencies, barriers, and professional development gaps. Inverge Journal of Social Sciences, 2(3), 166–182. https://doi.org/10.63544/ijss.v2i3.212
Raghunandan, A., & Rajgopal, S. (2022). Do ESG funds make stakeholder-friendly investments? Review of Accounting Studies, 27(3), 822–863. https://doi.org/10.1007/s11142-021-09636-y
Walz, U., & Wranik, P. (2023). Artificial intelligence in finance: Applications, risks and regulation. Journal of Banking Regulation, 24(1), 125–143. https://doi.org/10.1057/s41261-022-00194-5
Whelan, T., Atz, U., Van Holt, T., & Clark, C. (2021). ESG and financial performance: Uncovering the relationship. Journal of Sustainable Finance & Investment, 11(4), 311–330. https://doi.org/10.1080/20430795.2021.1920510
Widyawati, L. (2020). A systematic literature review of socially responsible investment and environmental social governance metrics. Business Strategy and the Environment, 29(2), 619–637. https://doi.org/10.1002/bse.2393
Wong, W., & Zhang, X. (2022). Is ESG investing a fad or the future? Evidence from global stock markets. Journal of International Financial Markets, Institutions and Money, 80, Article 101618. https://doi.org/10.1016/j.intfin.2022.101618
Xiao, Y., & Xiao, L. (2025). The impact of artificial intelligence-driven ESG practices on sustainable development performance of Chinese central state-owned enterprises. Scientific Reports, 15, Article 8548. https://doi.org/10.1038/s41598-025-17046-
The Historical Evolution of Mewati Muslim community in India and Pakistan
Full text linkThe Mewati community, primarily located in the semi-arid regions of southern Haryana, northeastern Rajasthan, and western Uttar Pradesh, represents a culturally distinct and historically complex population in northern India. This paper provides a trace of how the community evolved since its Rajput roots by way of Islamization, during the imperial, colonial, and post-independence socio-political upheavals. The Mewasis first appeared as pastoral and trade communities which are firmly integrated in the socio-political life of Rajasthan. With the course of time, they became agrarian and had to navigate the socio-religious relations of cultural synthesis of Hindu and Muslim. The Mewati community is still marginalized even though it is resilient and adapts well; it has a high level of socio-economic disparities such as poor access to education, health and job opportunities. Females, especially, have even more disadvantaged issues like gender-based violence, early marriages, and limited mobility that worsens their marginalization. This paper also brings out the multi-layered migration patterns of the community with a cultural tendency to rural-urban migration due to economic neediness. Nonetheless, these migration patterns also indicate gendered patterns in which, men migrate to work, abandoning women to do the chores in their house and their farms. The education level of the Mewatis is still quite low as the educational accessibility is being hindered by social-cultural and infrastructural factors. Also, even with the working government welfare programs, including MGNREGA, Forest Rights Act, and Self-Help Groups, the community still experiences a gap in implementation, and low impact because of the socio-cultural barriers. The paper proposes a comprehensive strategy toward development that is sensitive to the Mewati cultural tradition, supports economic growth, and tackles the entrenched socio-cultural inequalities to be achieved by the participatory and context-based policy changes.
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The Impact of Working Mothers on Children’s Social Behaviours, Classroom Interactions, and Empathy in South Punjab, Pakistan
Full text linkThis research paper has discussed the effects of mother employment on the social behaviours, classroom interactions, and empathies development in South Punjab, Pakistan. Convenience sampling was used to recruit 200 mothers (N=200) all of whom had professional backgrounds (44 percent education, 25 percent medical field and 31 percent other fields). The social-emotional competencies of children were assessed with the help of the maternal reports with the help of the standardized measures that evaluated the social behaviour, interactions with the classmates, and empathy. Findings showed moderate levels of prosocial behaviour (M=2.17, SD=0.21), classroom interactions (M=2.23, SD=0.27) and manifestation of empathy (M=2.10, SD=0.25). The number of job hours and nature of the employment (public versus private sector) were found as important variables and the determinants of children developing socially and emotionally. The results indicate that the South Asian context of maternal employment and child development is a complex issue, and the employment status is not a leading factor that determines social-emotional outcomes of children. Rather, job quality, parental involvement and family dynamics are significant mediating factors.
References
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The Impact of Educational Leadership Styles on Teacher Productivity: A Comprehensive Review
Full text linkTeacher productivity, teacher motivation, and effectiveness of the institutions are core elements that depend on educational leadership. This is a rigorous comprehensive literature review that summarizes 64 empirical studies that were published in 2016-2025 to explore the effects of different leadership styles on teacher productivity in learning institutions. Based on the PRISMA framework and quality assessment programs, we reviewed studies in K-12 and higher education settings. The results indicate that transformational leadership which involves visionary inspiration and mentorship as well as individualized consideration are associated to have the greatest effect on teacher productivity (b = 0.52-0.70), instructional leadership which is based on pedagogical support (b = 0.45-0.65) and democratic leadership based on collaboration (b = 0.40-0.55). Transactional leadership has a small short-term impact (b = 0.20-0.35) but is not sustainable whereas autocratic and laissez-faire leadership styles have negative implications on teacher performance. The most important mediating variables are job satisfaction, school climate, and professional development engagement. It is important to note that the effectiveness of leadership is heavily contextual such as the resources available in the school, the structure of governance, the cultural values and the socioeconomic context. Instead of adopting the single style, integrated, hybrid methods involving transformational vision, instructional expertise, and collaborative structures are more effective. The review marks out such crucial problems as the administrative overload, resource limitations, and the lack of preparedness among leaders. The main implications of the study to practitioners will be the creation of multifaceted leadership competence, instructional focus, positive school climate, and lifelong professional growth. The policymakers would need to enhance principal preparation, provide an environment where effective leadership can be achieved and align accountability and support development. Future studies ought to examine contextual moderators, implementation processes and long-term sustainability of leadership strategies. This review establishes that strategic educational leadership is one of the pillars of investment in enhancing teacher productivity and organizational performance.
References
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Misogynistic Hate Speech against Female Politicians on New Media in Pakistan
Full text linkPakistan has been observed considerable rise in women’s political representation similar to other nations, but along with this growing rate of misogynistic attacks have also been noticed. Under the umbrella of anonymity, social values of society constantly dishonoured, prominent political names Maryam Nawaz, Uzma Bukhari, Shiren Mazari, Hina Rabani Khar, Sherry Rehman, and others have faced hate speech, digital abuse that is irrelevant to their political performances. Such moral policing reflects unease of society to see women in leadership roles and holding authority in their hands.
New media platforms have important and central space for political discourse in Pakistan’s changing digital landscape. While on one side digital advancement paving the way for global political communication, on other hand technology has led to increase digital abuse and hate speech particularly targeting women in online space. Digital spaces like YouTube, Twitter/ X, Instagram, tiktok, Facebook, and many other platforms become known as powerful tools of technology, at present all traditional media shifted to digital platforms according to the requirement of time. This study “Misogynistic hate speech against female politicians on new media in Pakistan” examines how online misogyny affects its interconnected aspects including perceived political authenticity, political affiliation, political participation, and public shaming. Four hypotheses were created to check the relationship of misogynistic behaviour with interconnected features. The study is descriptive nature study, quantitative research design used for data collection and survey questionnaire disseminated among 220 female political representatives who served at district, divisional, provincial and national level through convenient sampling technique. This research study aims to analyse and understand the perception of female politicians because these are the one who directly encountered misogyny on new media platforms. This study emphasizes how misogyny structured both public narratives and victim’s attitude through digital spaces.
References
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Gendered Barriers: How Patriarchal Norms Shape Married Women\u27s Employment in Sukkur City
Full text linkWomen’s participation is essential for national development. However, marriage often influences women’s employment, leading to job discontinuity due to familial, cultural, and structural barriers. This study examines the impact of marriage on women’s employment in Sukkur City, Pakistan, focusing on challenges and causes of career interruptions. Using a quantitative approach, data were collected from 215 employed women via questionnaires to analyse the effects of gender expectations and constraints. The findings reveal that marriage significantly affects workforce participation, with many facing discontinuation due to household responsibilities, societal pressures, and a lack of spousal or familial support. A key factor is socially constructed gender roles, which create significant barriers for women in balancing domestic duties and professional aspirations. The research aims to reframe job discontinuity as a structural issue of systemic gender inequality rather than individual choice. The study reveals that men predominantly control household decision-making, underscoring entrenched patriarchal norms. Furthermore, pervasive gender discrimination emerges as a critical factor forcing women to leave their jobs. Patriarchal societal structures create substantial barriers for married women. The findings highlight how deep-rooted gender roles and cultural expectations shape women’s employment experiences, leading to job discontinuation through unequal power dynamics and workplace biases.
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From Opportunity to Obstacle: Learners’ Experiences on the Use of Campus Management System
Full text linkThis is technological era which demands education sector for digitization of its systems and support services to distance learners. Among diverse technology embeded systems, significant one is Campus Management System (CMS). Due to prevailing importance of CMS, we conducted this study to explore the distance learners’ experiences with Campus Management System (CMS) of Allama Iqbal Open University. Under this, we identified the experiences of learners regarding benefits and challenges of CMS. Researchers selected 50% M.Phil. and Ph.D. students of AIOU as sample through proportionate stratified random sampling technique. Researchers developed an extensive tool to collect data which was validated and pilot tested to estimate its utility through psychometric properties which indicated CVI=.94* and alpha reliability coefficient was .87*. Major findings of the study revealed that learners were satisfied with CMS interfacde lay out but they encountered some difficulties while using it. The findings indicates that admission process is now easy for learners in form of applying for admission and submmitting applications.There were significant complexities associated with the implementation and operation of the CMS, e.g.communication barriers, and technical limitations for learners. This paper suggested some improvements regarding communication and ademic affairs within campus management system, particularly focusing on enhancing user experience.
References
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From HR to XR: Integrating Artificial Intelligence and Extended Reality for Future Workplace Learning
Full text linkThis study investigates the transformative relationship between Artificial Intelligence (AI) and Extended Reality (XR) technologies and their multifaceted impact on workplace learning, specifically focusing on employee engagement, skill acquisition, and knowledge retention. The primary aim was to examine how adaptive, immersive learning environments influence cognitive, technical, and crucial soft skill outcomes. Utilizing a quantitative research design, data was gathered through structured observations, detailed surveys, and objective performance metrics from participants engaged in an AI-XR enhanced training program. Subsequent analysis confirmed a statistically significant positive relationship between these integrated training programs and superior learning outcomes. The findings further revealed that the AI-XR program not only streamlined procedural practices and technical proficiency but also profoundly influenced learners\u27 emotional and behavioural engagement by fostering a sense of presence and interactive involvement. This underscores the critical importance of intentional instructional design elements, such as high scenario realism, advanced simulation techniques, and responsive AI-driven personalization, for maximizing training effectiveness. These elements directly enhance employee engagement and satisfaction, which are key drivers of overall organizational performance. The research substantiates the substantial potential of AI-XR integration to elevate employee performance through dynamic, scalable, and adaptable technology-driven learning solutions that simultaneously address hard and soft skill gaps. Practical implications emphasize the necessity for a phased, strategic implementation of such programs, ensuring alignment with core pedagogical principles and incorporating mechanisms for continuous evaluation and iterative improvement. Proposed future research directions identify the need for longitudinal studies to assess skill durability, cross-comparative analyses across diverse industry sectors, and deeper investigation into the integration of AI-XR platforms with advanced learning analytics for predictive insights and optimized learning pathways.
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Rafiq-uz-Zaman, M., Malik, N., Bano, S. (2025). Learning to Innovate: WhatsApp Groups as Grassroots Innovation Ecosystems Among Micro-Entrepreneurs in Emerging Markets. Journal of Asian Development Studies, 14(1), 1854-1862. https://doi.org/10.62345/jads.2025.14.1.47
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Media, Morality, and the Sociology of Fear: How News Framing Shapes Public Perception of Crime Learning
Full text linkThis study investigated the influence of media framing on public perceptions of crime, focusing on episodic versus thematic coverage, sensational visual elements, and digital amplification. Using a mixed-methods design, a content analysis of 300 news articles was conducted alongside a survey of 400 news consumers. The content analysis revealed that episodic framing dominated coverage, emphasizing individual responsibility and dramatic details of criminal incidents, while thematic frames addressing systemic factors appeared less frequently. Sensational visual elements, including graphic crime-scene images and emotional depictions of victims, were prevalent and contributed to heightened audience arousal and fear. Survey results indicated a strong positive correlation between exposure to sensational crime news and perceived fear, whereas exposure to neutral or non-sensational reporting exhibited minimal effects. Regression analysis demonstrated that both sensational media exposure and fear significantly predicted support for punitive crime-control policies, with trust in media moderating this relationship. Advanced analyses further identified platform-specific framing tendencies, the mediating role of fear, and significant demographic and attitudinal moderators, such as media trust. The study also highlighted the amplifying role of social media, where virality and algorithmic promotion intensified fear and moral outrage. These findings suggest that media framing, particularly episodic and sensationalized coverage, shapes public perceptions, emotional responses, and policy preferences. The study underscores the importance of balanced reporting, media literacy interventions, and ethical guidelines for crime reporting to mitigate unwarranted fear. It contributes to understanding how traditional and digital media collectively influence social attitudes toward crime.
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Chat-GPT in Education: Learning Outcomes and Facilitating Knowledge Acquisition
Full text linkResearches are required to determine how well AI-based Chabot succeeds in reaching learning outcomes and speeding up information acquisition. The current study is carried out to understand the effects of Chat GPT on learning outcomes including understanding, engagement, and retention. Moreover, it assesses the learners’ perceptions and experiences in enhancing learning and knowledge acquisition, which may help to find out the key factors that contribute to Chat-GPT\u27s effectiveness such as use interface design, customization, and adaptability. This study investigates the usage of Chat-GPT, and AI-based Chabot in order to improve learning outcomes and speed up knowledge acquisition in higher education. However, there is little empirical evidence about its efficacy, despite increased interest. The study evaluated students\u27 opinions of Chat-GPT\u27s educational usefulness as well as its effects on engagement, comprehension, and knowledge retention. Questionnaire was used to gather information from 540 postgraduate students at three different universities in Bahawalpur using a descriptive methodology with random sampling technique. By encouraging interaction, self-evaluation, and individualized learning, Chat-GPT has a good impact on both academic achievement and personal development, according to analysis using SPSS and thematic approaches. However, ethical issues like plagiarism and abuse draw attention to the necessity of appropriate training is highly noticed during this study. According to these study findings, the Chat-GPT has the potential to revolutionize education for teachers, students, and instructional designers.
References
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