Academy of Education and Social Sciences Review
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Examining the Outcomes and Challenges of the B.Ed. Program in Developing Prospective Teachers\u27 Teaching Skills for the 21st Century: A Theoretical and Practical Perspective
Full text linkThis study examines the outcomes and challenges of the B.Ed. (4 years) program in developing prospective teachers\u27 teaching skills for the 21st century. The researchers used purposive sampling techniques and selected 18 male and female university students from Makran, Balochistan, enrolled in the 8th semester. The qualitative data were collected through semi-structured interviews and analyzed through thematic analysis. The findings revealed that the theoretical aspect of the B.Ed. 4-year program plays a vital role in equipping future teachers with the necessary knowledge and skills to become effective teachers of the 21st century. However, the practical aspect of the program, such as the practicum, revealed a lack of ICT learning strategies to enhance the students\u27 and teachers\u27 technological competencies to understand teaching in the digital era. Moreover, the study suggested that a B.Ed. 4-year program is the essential requirement for the appointment of teachers in the teaching field, and the program should be updated with modern ICT. There should be a proper continuous professional development program for the instructors to train B.Ed. Students as an effective teacher of the 21st century
Metacognitive Beliefs and Suicide Risk: The Mediating Role of Cognitive-Emotion Regulation Strategies among Students in HEIs in Pakistan
Full text linkThe present study aims to explore the indirect effects of CERS (adaptive & maladaptive skills) on the association between metacognitive beliefs and suicide proneness among students from HEIs in Pakistan. The sample comprised university students with a mean age of 21.5 years recruited from different HEIs in Pakistan using a convenient sampling technique. To assess variables, Wells’ Metacognitive Questionnaire (MCQ-30), Cognitive Emotion Regulation Questionnaire-Short and Life Attitudes Schedule- Short (LAS) were used in the Urdu language. Findings indicate that metacognitive beliefs predict the adaptive CERS, maladaptive CERS and suicide proneness. Findings show that adaptive CERS fully mediate the association between metacognitive beliefs and suicide proneness. Furthermore, maladaptive CERS fully mediate the association between metacognitive beliefs and suicide proneness. This study concludes that CERS significantly influence suicidal risk experiences among university students. Specifically, adaptive coping strategies appear to mitigate suicide risk, whereas maladaptive coping strategies tend to exacerbate it. Designing and implementing evidence-based indigenous prevention interventions would help youth address mental health and suicide risk and improve their well-being
Assessing the Effectiveness of Mentoring Programs in Enhancing Academic Performance and Career Clarity among Undergraduate Students in Karachi, Pakistan
Full text linkMentoring is a process in which a seasoned individual guides an inexperienced individual to achieve their academic, personal, and professional goals. This study was conducted to assess the effectiveness of mentoring programs in enhancing academic performance and career clarity among undergraduate students across six public and private universities in Karachi, Pakistan. A qualitative research design was adopted along with an open-ended interview approach; data were collected from both male and female students, representing three disciplines, including law, humanities, and social sciences. Thematic analysis was conducted by using Braun and Clarke’s framework and a software program, which led to the identification of six main themes and ten subthemes. The results revealed a critical gap in the presence of formally structured mentoring programs, despite the widespread awareness of their potential benefits. Students reported that informal guidance by faculty members emerged as a valuable but inconsistent support system. Moreover, structured programs would not only enhance academic performance but also career planning, emotional resilience, and professional skill development. Thus, these findings underscore the need for higher education institutions to institutionalise mentoring as a key developmental tool
Utilization of English Textbook for Developing Factually Observational Learning Exposure and Reflective Synthesizing Skills of Bilingual Students in Private Schools of Karachi
Full text linkUtilization of English textbooks for developing Factually Observational Learning Exposure (FOLE) and Reflective Synthesizing Skills (RSS) of bilingual students remains a challenging pursuit for English teachers in Pakistan. This quantitative research measures the views of 600 ELTs from both genders through a questionnaire bearing 45 items related to pragmatics utilized in activities related to FOLE & RSS in local English textbooks, learning outcomes and hurdles in the second language acquisition process of bi-lingual students while considering affective factors. Results have shown that English teachers agreed that FOLE & RSS-related activities were neither provided in locally prescribed English textbooks nor utilized by the English teachers to develop bilingual students\u27 integrated language skills. This study recommends that reading must be harnessed with speaking, writing and listening skills in local English textbooks for better exposure to FOLE and promoting the RSS. Finally, the pragmatics in English language textbooks should be aligned with the activities related to FOLE & RSS in locally prescribed English textbooks from the pedagogical perspective
Conglomerating Inquiry-Based Learning and Mind Mapping to Promote Science Learning
Full text linkThis study aimed to assess 8th-grade students’ learning achievements in General Science by integrating inquiry-based learning with mind mapping strategies. This quantitative study utilised a quasi-experimental design with a control group and an experimental group, using intact groups, focusing on the General Science content. Lessons for teaching the experimental group were prepared by researchers and validated by experts. Whereas a test to assess pre- and post learning of the students of both groups was developed from three units of General Science based on MCQS, Short Questions and Long Questions. The test was validated by experts and pilot tested for item analysis. The finalised test was used as pre and post measurement of learning in two levels: understanding and application. After the conduct of the experiment for eight weeks, the results of both groups were compared using a t-test. The results of both groups were significantly different, indicating that the experimental group performed better on both understanding and application levels. Therefore, it is concluded that inquiry-based learning, coupled with mind mapping, is effective for the enhancement of understanding and application of concepts for eighth-grade general science students. It is recommended that inquiry-based teaching, coupled with mind mapping, may be used to teach General Science to female students
Mediating Role of Psychological Distress in the Relationship between Peer Pressure and Substance Use among University Students in Pakistan
Full text linkThis study aimed to examine the association of peer pressure with substance use among university students. The study further explored the mediating role of psychological distress in the relationship between peer pressure and substance use. The study comprised students from public and private sector Higher Education Institutions (HEIs). A convenient sampling technique was employed to collect the sample. The peer pressure was found to be significantly associated with substance use. Results further revealed that psychological distress partially mediated the relationship between peer pressure and substance use. The findings of the present study highlighted the critical role of psychological distress in amplifying the effects of peer pressure on substance use among university students. Interventions that target both personal and environmental factors should be considered to address substance use among youth. Further, early detection and identification of the risk factors, such as mental health problems, should be addressed as part of prevention intervention would help build resilience, improve well-being, and reduce the risk of mental health and substance use among youth
Exploring the Impact of Imposter Phenomenon on Academic Achievement: The Moderating Role of Self-Efficacy
Full text linkA common occurrence among high-achieving students is the impostor phenomenon, which can adversely affect learning achievement, mental health, and overall wellness. This study quantitatively examines the connection between the feeling of Imposter Phenomenon and academic success, focusing on potential moderating factors like self-efficacy. A sample of students, aged 16 to 30, with no psychological disorders, participated in the study. Validated items, including the feeling of unworthy of success, Academic Performance, and General Self-belief were employed to ensure data reliability and validity. Purposive convenience sampling was used for participant selection. Outcomes show an adverse connection between Imposter Phenomenon and academic performance, emphasising the damaging impact of self-doubt on educational outcomes. However, self-efficacy did not serve as a moderating factor in this relationship. These findings suggest that while self-efficacy is critical, addressing subjective feelings of inadequacy is crucial for fostering academic success and overall mental wellness. This research underlines the significance of interventions targeting the Imposter Phenomenon to enhance student performance and overall resilience
Cluster School System: Understanding Barriers and Uptake of Effective Education in Rural Areas of Pakistan
Full text linkThis study examines the barriers and uptake of the cluster school system in remote areas of Taluka Kingri, District Khairpur Mir, Sindh, Pakistan. The cluster-based schooling, which groups geographically nearby schools to foster collaboration, shared resources, and decentralised decision-making, is a feasible system to uplift educational outcomes in resource-constrained settings. Using a qualitative case study method, data were collected through semi-structured interviews with eight participants from the Ahmedpur cluster hub school. Using Thematic Analysis, key areas were found, including rural educators\u27 professional development, collaboration, resource availability, stakeholders\u27 engagement, and educational needs of the 21st century. While respondents highlighted many barriers such as limited infrastructure, lack of resources, poor policy implementation, gender inequalities, travel difficulties, especially for female educators in remote areas and local political interferences. The respondents recommended that this system align with 21st-century educational goals. The Sindh government needs to implement a Clear policy and provide proper resources
Assessing the English Language Needs of Ophthalmologists: A Study for Developing ESP Curriculum for Medical Practice and Research
Full text linkFocusing on the trend and needs of practitioners in the academic setting is crucial. The emerging and developed field of ophthalmology in the globalised era demands efficient English language skills and competency. This study tailored the needs of ophthalmology to assess and design a specialised English for Specific Purpose curriculum that facilitates their profession and collaboration. Employing the qualitative approach following the method of phenomenology, the researchers diagnosed the gaps in using English as their second language. The gathered interviews have further demonstrated the challenges, complexities, and barriers that ophthalmologists face in their professional setting. Further, the qualitative result depicted the advanced clinical English needs which can be assessed, investigated, and explained the dynamicity of the language area. However, detailed analyses assessed the communication gap and provided an effective curriculum to address the practitioners\u27 needs and enable them to excel in their professional context. Therefore, this research would be effective for educationist practitioners to employ the current language trend in the field of medical sciences
The Paradigm Shift in School Education in Sindh: From Traditional Learning to Smart Learning
Full text linkModern education needs smart learning systems because traditional methods prevail in the Sindh region and other areas. This research adopts a qualitative approach to explore three essential elements: the present learning environment, the necessity of transitioning to smart learning, and barriers to its implementation. Data were collected through semi-structured interviews with educators and administrators, alongside classroom observations. Thematic analysis revealed that traditional teacher-focused methods remain dominant over digital learning approaches in the study area. Participants highlighted that smart learning can enhance student engagement, creativity, and academic outcomes. However, various challenges hinder implementation, including inadequate infrastructure, lack of trained personnel, insufficient policy support, and limited funding. Classroom observations confirmed that schools face dual issues—scarcity of digital resources and teacher resistance to technological change. The study underscores the urgent need for strategic policy reforms, targeted professional development, and dedicated financial investment in digital infrastructure to support the successful adoption of smart learning environments. The findings provide actionable recommendations for educational leaders seeking sustainable digital transformation across both public and private institutions in Sindh