The world faced COVID-19, which was a threat to public health and disturbed the educational system and economic stability. Educational institutes were closed for a longer period, and students faced difficulty to complete their syllabus. The government adopted a policy of “suspending classes without stopping learning” to continue education activities. However, student satisfaction with online education is a growing concern. Satisfaction of students is an important indicator of academic quality. Therefore, this study attempts to investigate the influencing factors behind learning satisfaction using information from 335 students from various institutes in Pakistan. This research examined the impact of computer and internet knowledge, instructor and course material, and Learning Management Systems (LMS) on learning satisfaction. The path coefficients were obtained via Partial Least Square-Structural Equation Modeling (PLS-SEM). The LMS is a tool that facilitates the learning process with the provision of all types of educational material. The path coefficient was more in the case of LMS (0.489), which indicates its positive and significant role to attain learning satisfaction. The instructor and course material ordered second (0.261), which shows that the quality of an instructor and course material also plays a positive role to attain learning satisfaction. The computer and internet are essential ingredients of online education, showing a significant and positive path coefficient (0.123), implying that computer and internet knowledge could enhance learning satisfaction. The universities should develop their LMS to implement online education with quality course materials. It is also vital that the instructor should be up to date with modern learning techniques while ensuring internet connectivity, especially in rural areas. The government should provide an internet connection to students at discounted rates.

Agriculture plays a crucial role in global economic stability, food security, and poverty alleviation, especially in developing countries. In Pakistan, the sector contributes significantly to GDP and employment, with Punjab serving as the leading agricultural province, often termed the nation's “breadbasket.” Despite its importance, smallholder farmers in Punjab face persistent barriers to accessing formal credit, primarily due to limited financial awareness, lack of collateral, and mistrust in financial institutions. This study investigates the impact of financial literacy on agricultural credit accessibility among smallholder farmers in rural Punjab. Primary data were collected from 140 respondents across Multan, Gujranwala, and Faisalabad using a structured questionnaire and stratified random sampling. Data analysis was conducted using descriptive statistics, cross-tabulation, and binary logistic regression in SPSS. Findings indicate that financial literacy and education are strong, statistically significant predictors of formal credit access, while age shows a negative correlation. Other variables, including land ownership, farming experience, and access to digital devices, were not significant in the regression model. Chi-square tests further confirmed significant associations between education, financial knowledge, and credit uptake. The study underscores the importance of integrating financial education into rural development programs to improve credit utilization and promote sustainable agricultural growth in Punjab.