Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors’ knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired from the Scopus databases. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyze and criticize the theme construction for answering two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers’ performance in teaching.

The aim of this study was to investigate relationship between university students' academic achievement and their cognitive ability. The cognitive ability has variety of domains including reasoning, memory, and problem-solving skills. The study aimed to improve learning and fostering academic success among diverse student population in universities. Understanding the perceptions of university students about cognitive ability & academic achievement is a major challenge for university students. The relationship between university students' academic achievement and cognitive ability is significant area of research in education. The sample was collected from Punjab University Lahore. 300 university students were selected as sample. Data was collected over stratified random sampling. Questionnaire was used with 5-point Likert scales to collect the data. The data analysis was performed over frequency distribution to analyze research objectives. The findings highlighted the significant effect of cognitive ability on students’ academic achievement. The information from the questionnaire shed light on a number of cognitive skills, including comprehension, problem-solving, and fast thinking, all of which were found to have an impact on students' academic achievement.

This study investigated the perception of primary school teachers about parental support and its impact on students' academic performance. Study was quantitative in nature and descriptive design was used. Primary school teachers in district Lahore were the population of study. Cluster Random sampling technique was used to collect data and sample drawn from the population consisted of 110 teachers from 4 public schools and 3 private schools in Lahore. Questionnaires were used to collect the data. Data was analyzed through descriptive statistics and inferential statistics by using SPSS. T-Test was used to find the relationship between private and public schools’ teachers. The result of the study showed that there is a significant difference between teachers’ perception of the private school and teachers’ perception of public school. The results showed that teachers perceived parental support as vital for students' academic success. Findings focused on importance of parent-teacher collaboration, effective communication, and parental education to foster the supportive learning environment. The results of this study can inform educational practices and policy initiatives aimed at nurturing the students’ motivation, overwhelmed at the improved academic performance.

This research examines awareness and acceptance of culturally responsive teaching (CRT) amid university teachers and students, aiming to elucidate its implications for educational practice and policy. This qualitative study seeks to explore the awareness and acceptance of CRT among university teachers and students, shedding light on the nuances of their perceptions and experiences. Through thematic analysis of participant interviews, this study explores how CRT is understood & integrated into teaching practices across diverse disciplines. Findings show that varying levels of awareness among educators, highlighting importance of professional development & institutional support in promoting effective CRT implementation. Student viewpoint underline effect of culturally related pedagogy on engagement and academic performance of teachers. Ultimately, research underscores CRT's potential to foster inclusive learning environments & prepare students for diverse global contexts, leading to debates on equity and social justice in education. Thus, by exploring knowledge, acceptance and execution of CRT in educators & students of university, this research pinpoint strengths and weaknesses of implementing CRT principles into university teaching and learning endeavors.

The purpose of this study was to investigate teaching strategies to promote personal growth amid university students. Teaching strategies play crucial role in promoting personal growth in university students. Personal growth, encompasses self-awareness, emotional intelligence, critical thinking and resilience, is increasingly recognized as essential for students’ success both during their university years and in their future careers. The strategies that include group discussions, presentations and collaborative projects help students to improve their verbal, written & communication skills. Through quantitative approach, research examines many pedagogical techniques, including the active learning, collaborative, self-regulated learning and feedback. Data were collected from two universities (1 public & 1 private) across different departments, using stratified random sampling technique 300 sample was collected. Collected data was analyzed over SPSS software. The research findings indicate that active learning strategies, significantly enhance students’ self-awareness, critical thinking and interpersonal skills. Effective feedback helps instructors to motivate students & improve their teaching strategies. Practical implications are discussed & future directions are recommended.

This study investigates the causes of truancy in male students at secondary school level. The main objective was to find out different factors that cause truancy among students at secondary school level. The factors investigated are related to family, teachers, school environment, peers from particular context in Pakistan. A sample of 250 male teachers of the secondary school level were the sample to collect data randomly about the factors that leads towards secondary school students’ truancy. The sample of male teachers of secondary school level was selected from 20 Government high schools. The study was descriptive and an adapted questionnaire was used as a tool for data collection based on five-point Likert’s scale. Statistical Package for Social Sciences used to analyze data. The findings with family background factors were more influential factors related to the students’ truancy. Also, factors like students, peers and teachers were found contributory towards truancy of students. The emerging findings were about school environment factors caused truancy of students. Thus, prominent recommendations were about provisions of facilitated and friendly environment in home & school to be ensured.