The present study focused on three leadership, autocratic, democratic, and Laissez-faire, to sustain high school academic performance. To accomplish this, we used quantitative survey method and employed convenient sampling technique to collect data from 358 high school teachers/educators in various regions of Multan, Punjab, Pakistan. Data collection consisted of administering a survey questionnaire that used a five-point Likert Scale. The questionnaire included four variables: one dependent variable, sustained academic Performance, and three independent variables: Autocratic Leadership, Democratic Leadership, and Laissez-faire Leadership. Following data collection, Cronbach's alpha was used to assess the questionnaire's reliability, while the Kolmogorov-Smirnov test was utilized to confirm the normality of the data. Formal statistical analysis included conducting a correlation study to ascertain the association between Autocratic Leadership, Democratic Leadership, and Laissez-faire Leadership with SAP and the impact of each independent variable on the dependent variable. CFA and SEM were conducted using Linear Structural Relations (LISREL) 8.80. These tests were used to identify relationships and differences among the study participants' opinions. The findings indicate that democratic leadership has a highly positive impact, and autocratic leadership has a moderate impact on sustaining academic performance. In contrast, the laissez-faire leadership style has the lowest impact on sustaining academic performance. Based on the study's findings, it is recommended that school teachers/educators should use a combination of democratic and authoritarian leadership styles in their classes to promote cooperation, student participation, ownership in the learning process and leading to their exceptional performance. Furthermore, the findings suggest that schools should actively promote teacher involvement in administrative tasks and decision-making. Ultimately, by integrating the advantages of both types, it is possible to cultivate a comprehensive educational experience that promotes scholarly achievement and equips students with the necessary skills to tackle future problems.

Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings.

The Technical Education and Vocational Training Authority (TEVTA) plays a crucial role in the socioeconomic development of a country. Still, it is often stigmatized as a secondary choice in the Global South. This study explored the interrelationships and impacts of factors such as family, school, and society on the perception and reputation of TEVTA. By employing quantitative methods, the analysis focused on how family, society, and school support influence these perceptions and reputations within TEVTA programs. Social Cognitive Theory is the theoretical underpinning of this study, in which 350 students from 13 TEVTA institutes participated by filling out questionnaires. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and IBM SPSS 28. This study indicates that family and societal influences significantly shape students' perceptions, confirming their pivotal role in enhancing the reputation of these programs. School support also emerged as a critical factor, significantly impacting students' perceptions but not directly influencing the programs' reputation. The analysis underscores the importance of understanding the sociocultural context to develop effective strategies for the TEVTA sector in Pakistan. This clear understanding is essential for developing effective strategies to improve the reputation of TEVTA programs in this setting. Moreover, this research offers policy suggestions to make vocational education more attractive and accessible to diverse students, ultimately contributing to the country's socioeconomic development. This study applied Social Cognitive Theory (SCT) to explore how individual thoughts, environmental influences (such as family, school, and society), and behaviors interact within the context of TEVTA programs. This approach fills gaps in current research and offers a clearer understanding of what affects TEVTA's perception and reputation.

In Pakistani culture, family and husband are considered the strongest shelter of women. Divorce or Talaq is considered taboo; despite that, the divorce rate has risen in Pakistan for the last few years. The aim of the study was to determine the psychological and social factors and measure their impact on divorced and married women. The participants have taken from Punjab, Pakistan, and the sample consisted of 427 women. The quantitative survey method was used. The Exploratory factor analysis (EFA) and Confirmatory factor analysis (CFA) were constituted to determine the factors and then analyzed to measure their impact through further statistical methods. The findings concluded that psychological (depression, anxiety, stress) and social (family pressure, in-laws interference, financial issues) factors significantly negatively impact on divorced and married women.

The integration of digital learning tools in school science classes has garnered significant attention, prompting an investigation into their effects on student engagement and achievement. This study examines the impact of students' access to technology, teachers' digital competency, and the frequent use of digital tools on the engagement and academic performance of middle school students in science subjects. Utilizing a cross-sectional survey design, data were collected from 309 middle school science teachers across 45 public schools in Punjab, Pakistan, through validated, self-administered questionnaires. Six hypotheses were formulated and tested using SPSS and SmartPLS. The findings indicate that access to technology, teachers' digital competency, and the frequent use of digital tools positively influence student engagement and achievement in science. Digital tools significantly enhance engagement by providing interactive and personalized learning experiences, leading to increased motivation and interest among students. Furthermore, improved academic outcomes are evident in higher test scores and performance in science assessments. Teachers also noted a positive shift in classroom dynamics, characterized by increased collaboration and inquiry among students. These results highlight the critical need for ongoing investment in educational technology and professional development for educators to fully leverage the benefits of digital learning tools.