The COVID-19 pandemic and subsequent lockdowns in 2020 had a major impact on the mental health and education of adolescent girls particularly in Sindh, Pakistan. With schools closed and limited access to technological facilities, the majority of young girls were stressed, anxious, and isolated due to no provision of online education. This research paper looks into the young schoolgirls' mental health problems in Sindh during the COVID-19 pandemic, with a focus on the absence of Social and Emotional Learning (SEL) in school. SEL allows students to manage emotions, build relationships, and make moral decisions, which was in severe deficiency, exacerbating [...]

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Hybrid learning is a new approach adopted by many of educationists, particularly at the higher education level. It allows the synchronization of both online and physical learning which enhance the flexibility of learning opportunities. Implication of Hybrid learning during COVID-19 at Higher education level faced a lot of challenges. Therefore, the objective of this study is to identify the challenges faced by Higher Education Instructors affecting the implementation of Hybrid Learning at Higher Education level, in one of the Government University of Karachi, Pakistan. The challenges are classified as (i) personal (ii) professional (iii) institutional and (iv) contextual challenges. Qualitative [...]

Negative peer labelling in schools can profoundly affect students’ well-being and academic performance. This study aimed to examine the impact of peer labelling on students’ academic performance, with emotional, social, and behavioural well-being considered as mediating factors. A cross-sectional survey design was employed, involving a sample of 390 students labelled by their peers across 31 public primary schools in Bhakkar, a district in Punjab, Pakistan. Data were collected using four self-developed scales aligned with the study variables and analysed through structural equation modelling (SEM) using SPSS and AMOS. The findings revealed that peer labelling significantly influences students’ academic performance. Moreover, [...]

This qualitative study investigates the role of teacher support in enhancing student motivation and academic performance at the university level, conducted at the University of Gwadar, Balochistan, Pakistan. Gwadar is a port city located on the southwestern coast of Pakistan, in the province of Baluchistan. Focusing on a small-scale sample of five university teachers, the research explores the transformative potential of consistent and inconsistent teacher support in influencing students’ academic engagement and success. Data were collected through in-depth, in-person interviews and analyzed thematically to understand the impact of teacher behavior, communication styles, and various forms of academic and emotional support. [...]