Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This study was conducted on the education systems of China and Pakistan to understand the higher education system through a student questionnaire. This research work aimed to investigate the perceptions of Pakistani and Chinese university students on sustainable development in higher education institutes (HEIs). HEIs and universities perform a unique and vital role in society by acting as intellectuals, entrepreneurs, and problem solvers. This section presents state of the art in sustainable development, the role of sustainable development in higher education, and the students’ perspectives. There were 327 questionnaires out of 400, with 27 incomplete replies being discarded, leaving us with 300 complete surveys. The literature and research theme were used to construct the hypotheses of this study. PLS-SEM, a statistical approach that utilized the partial least squares to model structural equations, was used to evaluate the hypotheses. The analysis must take into consideration all parameters. Smart PLS 3.3.9 was used for PLS-SEM analysis in this study. The results showed that quality assurance and students’ satisfaction were significant factors related to sustainable university development programs. Moreover, there was a good correlation between technological improvements in education institutes, teachers’ capacity-building programs, and student–teacher (learning–teaching) relationships. Pakistani institutions comprised 50% of the study’s participants, while students from Chinese universities comprised the remaining 50%. Among all participants, 9.66 percent of respondents were enrolled in Ph.D. programs, 37.67 percent were enrolled in an MS/M.Phil. programs, and 52.67 percent were undergraduate students. Moreover, this study also indicated that technical improvements and advancements positively correlated with sustainable development programs for Pakistani students.

The deteriorating impact of militancy on education is inevitable. For two decades, the recently merged tribal districts are examples of the deterioration brought up by militancy. Framed under a mixed-method research design, this study aims to determine the impact of militancy on education, i.e., the impact of militancy on secondary-level education. The study locale was the recently merged tribal districts of Khyber Pakhtunkhwa, Pakistan. Simple random and purposive sampling techniques have been utilized to select samples from the population. Sample size has been determined through the Uma Sekaran sample size table, whereas in qualitative data collection, sample size was determined through the saturation point technique. A structured questionnaire and an interview was prepared to collect information from the sampled respondents. The reliability and validity of the questionnaire were tested before data collection. A total of 405 samples were taken, whereby 397 were for survey and 8 for focus group discussion. It is concluded that the situation of the locality was not feasible for good education in the locality prior to and during the case of war. Normative structure (Pakhtunwali), religious misperceptions, gendered-oriented barriers, lack of investment, and lack of focus from the government were a few notable barriers to secondary-level education in the study’s locale. The militancy intensified these barriers and led to further deterioration of school-level education. There were specific impacts of militancy on education in the study’s area, like attacks on schools, physical destruction of school buildings, migration of families, harassment of females to not go to schools and harassment of teachers, etc.