Social constructivism theory embraces peer-to-peer communication that helps students understand, examine, and discern the process of knowledge construction. The Social Constructivism Flipped-Classroom Model (SCFCM) inverts the traditional classroom paradigm by providing content outside of class, often through online materials, and devoting in-class time to active learning and discussion. This study aims to investigate the impact of the SCFCM on the conceptual understanding of photocatalysis, a crucial process in environmental science and chemistry, particularly in relation to sustainability and sustainable development. Photocatalysis, being a self-sustained process, holds potential for addressing global challenges such as renewable energy and pollution reduction, both of which are central to achieving sustainable development goals. A quasi-experimental pre-test–post-test design was employed at a public sector university, involving forty-three (43) students in each of the flipped- and non-flipped-classroom groups. Assessment tools, including pre- and post-tests and an interest survey, were used to gauge students’ conceptual understanding of photocatalysis and their degree of learning interest. The same chemistry teacher, one who had eight years of teaching experience, taught both groups. The analysis of covariance (ANCOVA) results comparing students’ performance showed a significant difference in the performance of students in the experimental group compared to the control group. The multivariate analysis of variance (MANOVA) results, however, revealed substantial differences in attention, relevance, confidence, and satisfaction between the experimental and control groups. The findings highlight that the SCFCM improved students’ understanding of complex photocatalysis concepts and demonstrated its relevance to sustainable development, offering valuable insights into the potential of this teaching approach for Science, Technology, Engineering, Mathematics (STEM) education, especially in addressing sustainability challenges.

The objective of this study was to discuss the benefits of digitization in Pakistani schools. After identifying barriers related with infrastructure, teacher and students, the aim of this study was to encourage students for the tackling of these barriers. As these barriers are main hindrances to get quality education. Quantitative approach was used in the study. Survey method was applied. The accessible population of the study was school teachers from various Public sector schools of Punjab, Pakistan. Convenience sampling technique was used to obtain sample of the study. The sample of the study was 300 school teachers. A questionnaire was developed for the collection of data. The validity of the questionnaire was obtained through expert opinion while reliability was obtained through cronbach alpha. The alpha value was .75. Descriptive statistical techniques were used for data analysis. The findings of the study were that key barriers in implementation of digital technology include inadequate infrastructure, limited access to technology, insufficient teacher training, resistance to change, concerns about privacy and security, and disparities in digital literacy among students. Furthermore, the research delves into the socio-economic, cultural, and policy-related factors that contribute to the complexity of these barriers. It also investigates potential strategies and solutions to overcome these obstacles, emphasizing the importance of collaborative efforts between stakeholders, policy-makers, educators, and technology developers. The findings of this study contribute to the ongoing discourse on technology in education and provide valuable insights for creating more inclusive, effective, and sustainable digital learning environments.

This study attempts to create and validate lesson plans that feature growth mindset exercises. The idea of a growth mindset made popular by psychologist Carol Dweck. She promotes the idea that intelligence and skills can be acquired by hard work, smart maneuvers, and persistence. The lesson plans were developed to improve students' motivation, resiliency, and learning outcomes while encouraging a growth mindset among them. The study took a methodical approach, integrating both theoretical underpinnings and actual application. In order to understand the growth mindset theory, associated teaching methodologies, and existing lesson plans, a thorough assessment of the literature was first done. Using this information as a foundation, a collection of lesson plans that incorporate diverse activities like goal-setting, self-reflection, feedback, and the creation of a positive learning environment were created. Research and Development design (R&D) from Sukmadinata was used in the study. The research contributes to the field of education by providing validated lesson plans that promote the cultivation of a growth mindset. Educators can incorporate these lesson plans into their teaching practices to foster positive learning environments and support students' development of essential abilities like critical thinking, problem-solving, and resilience.

The study was designed to investigate teachers’ practices through National Professional Standards for Teachers in Pakistan at secondary school level in Lahore. Practices of teachers investigated through NPSTP (National Professional Standards for Teachers in Pakistan), delimited to four standards including human growth and development, instructional planning and strategies, assessment and professional development and code of conduct. Data were collected through two questionnaires, filled by teachers and their students. Sample was 539 (241male and 198female) teachers and 1044 students of 9th and 10th classes from 72 boys and girls secondary schools of Lahore. An observation conducted for twenty eight classrooms to investigate the practices of teachers in classroom. The statistical techniques as chi square, Cramer’s V value and percentage were applied for data analysis by using SPSS (Version20). Major findings of study indicated that though the teachers were aware of NPSTP to some extent but they were not practicing these standards in their classrooms efficiently. It was suggested that the teachers should be trained according to the National Professional Standards for Teachers in Pakistan.

This study explored the link between emotional intelligence and strategies for coping with stress in 365 high school students in the Multan district of Pakistan. The framework for the study was based on the theory of emotional intelligence. The results on the emotional intelligence of the students were heartening, as it appeared that on the whole, the students were quite emotionally intelligent. But even more impressive was that the students, again on the whole, worked quite effectively with Problem-Solving Coping and Emotion-Focused Coping Strategies, which are types of coping that research has shown to be quite adaptive. And so what we found is that, indeed, there is a significant relationship, which is a positive relationship, with emotional intelligence and adaptive coping strategies

This study was designed to investigate teacher’s competencies through National Professional Standards for Teachers (NPST) in Pakistan at the secondary school level in Lahore. Nature of study was descriptive. Competencies of teachers investigated through NPSTP, delimited to four standards including human growth and development, instructional planning and strategies, assessment and professional development & code of conduct. Data collected through two questionnaires, filled by teachers and their students. Sample was 539 (241male and 198female) teachers and 1044 students of 9th and 10th classes from 72 boys and girls secondary schools of Lahore. An achievement test was constructed (26 MCQs) based on assessment standard and conducted on 216 willing teachers to measure their competencies. Although majority of teachers had little knowledge about assessment but they were not aware of this knowledge in true sense. The teachers (male, female) and students however, agreed with two major competencies of teachers i.e. assessment knowledge and pedagogical competencies for solving problems of students, discussing objectives of the topic, questioning students. The teachers should be trained in accordance with National Professional Standards for Teachers in Pakistan.