The rapid integration of cutting-edge technology is significantly transforming the higher education landscape. ChatGPT’s groundbreaking technology has provided numerous advantages for higher education. This study explored students’ behavioral intentions to utilize ChatGPT as a learning resource in Pakistani universities and its effect on their academic performance. To accomplish this, the study employed a quantitative descriptive approach to examine the impact of various factors on students’ behavioral intentions, actual behavior, and academic performance. Reflective measurement criteria were adhered to in the development of all indicators and constructs. The study utilized the PLS-SEM to examine the relationships between variables. The findings indicate that ChatGPT platforms have been beneficial in enhancing students’ academic performance within the framework of Pakistani higher education. Behavioral intention serves as the driving force behind students’ actual behaviors, with significant influences from habit and hedonic motivation. These findings are encouraging for fostering a positive perception of ChatGPT usage for learning.

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

This study was aimed to document the floristic attributes of the pteridophytes of District Tor Ghar; Khyber Pakhtunkhwa, Pakistan. Total 41 species distributed in 20 genera and 10 families were recognized. Dryopteridaceae was the largest family with 12 species (29.26%). Second and third large family is Pteridaceae and Thelypteridaceae with 10 (24.39%) and 5 (12.19%) species respectively. Like-wise, Dryopteris was the largest genus with 6 (14.63%) species. The main families were Aspleniaceae, Blechnaceae, Dennstaedtiaceae, Dryopteridaceae, Equisetaceae, Lygodiaceae, Marseliaceae, Pteridaceae, Thelypteridaceae, and Woodsiaceae. Polystichum integrilobium (Ching ex Y.T. Hsieh) W.M. Chu ex H.S. Kung is reported for the first time for Pakistan and 33 species are new records for the Tor Ghar. These identified species were collected from different localities i.e. Shumli Bandi, Bandi, Pabal, Tilli, Panja Gali, Kotkay, Ganga , Judba, Seri Kohani, Tagram, Nabori, Tor Kandow and Kandar (Hussanzai).

The indigenous communities of Shishikoh valley are often using various ferns taxa regularly. The current research work was intended for documenting the ethnomedicinal knowledge of ferns. A total of 18 taxa were recorded that belonged to 9 genera and 6 families being used in the treatment of different ailments. Pteridaceae was the leading family with 6 taxa (33.33%), followed by Aspleniaceae with 4 taxa (22.22%), Athyriaceae and Equisetaceae each with 3 taxa (16.67%) followed by Dryopteridaceae and Marsileaceae each with 1 taxon (5.56%). The reported ferns taxa were used as anthelminthic, anti-rheumatic, astringent and wound healing agents and in the treatment of different ailments such as asthma, bronchitis, diarrhea, dysentery, gonorrhea, hepatitis, infertility, influenza, kidney disorders, measles, oral ulcer, oral thrush, pneumonia, pyelonephritis, pharyngitis, scorpion bite, sinusitis, tonsillitis and tuberculosis. Ethnomedicinal knowledge is a valuable source for the innovation of different allopathic, homeopathic and herbal drugs that are used for the treatment of different ailments. The fern species may be used commercially for medicinal purposes through sustainable way. Their proper cultivation and awareness about medicinal values among local community leads to discover new drugs.

Although digital technologies are well integrated in higher education settings, however, despite of growing corpus of research on the outcomes of digital technologies, there is a dearth of evidence from the perspectives of university undergraduates about the impact of social media on their academic performance. This study was an attempt to bridge this gap in the existing body of knowledge by qualitatively measuring the perspectives of students about the effects of social media on their learning outcomes. Using critical theory of technology and case study method, this study explores the perspectives of students about the effects of social media on their learning performance. The findings showed that using of social media has a negative impact on academic performance of students. Social media restricted students to spend time for assignment preparation and its submission in time. Students spent time on social media in non-academic activities such as spending time with friends for entertainment at the cost of their studies. Students secured low academic grades because of spending time on social media. Many students reported about its negative impact on their health like, stress and physical exhaustion due to poor participation in outdoor games or sports. Instructors and administration are suggested to chalk out viable policies for the use of social media among students and its purposeful utilization.

Amid increasing demands for accountability and higher expectations, educational leadership is under intense scrutiny for its role in fostering innovation and entrepreneurship among students. Although various models of leadership have been proposed, comprehensive reviews connecting progressive leadership theories—such as transformational, distributed, and instructional leadership—to the advancement of entrepreneurship education remain limited. This chapter provides a narrative literature review to bridge this gap, examining how different educational leadership approaches can actively support entrepreneurial learning in higher education environments. The analysis evaluates how leadership philosophies encourage innovation, calculated risk-taking, and teamwork—core elements necessary to build an entrepreneurial culture in universities. Attention is given to strategies educational leaders use—such as setting shared goals and facilitating collaboration—to embed entrepreneurial practices within institutional structures. Drawing on examples from both public and private universities in Pakistan, the chapter highlights how best practices in entrepreneurship education can be transferred and adapted across diverse educational settings. Addressing the pressing challenges of unemployment and economic development, it demonstrates that broadening access to entrepreneurship education through effective leadership can unlock the entrepreneurial potential of youth. The study employs action research methodology and a knowledge-transfer framework to analyze interventions and the processes governing the transfer of entrepreneurial practices. Findings reveal that the success of such educational innovation depends on several factors, including the quality of the program and transfer team, the absorptive capacity of recipient institutions, and wider contextual and motivational dynamics. The resulting model and recommendations offer a practical roadmap for Pakistani universities and other developing countries seeking to strengthen entrepreneurship education through forward-looking educational leadership.