The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.

The study sets out to explore comprehensive sides where gender identity can cause bullying among students in the arena of education. This study aims to quantify prevalence of bullying, assess psychological effects, rate the impact of bullying on the academic performance, and establishment of correlation to dropout rates. The data were collected through qualitative method. that included interviews with gender variant student’s inception from everywhere. The results indicate the extremely high rates of bullying, which lead to serious mental health complications, the subsequent drop-in educational performance, and more frequent school exits that occur in the gender nonconforming students in comparison with their classmates. The proposal provided should be carried out such as anti-bullying policies that are complete in nature being created, implementation of school settings, which are nurturing and including in nature, mental health services being offered, and participation of parents & the community in the fight against bullying. These provisions are seen as essential amid various strategies and tactics that need to be put in place in provision of a safe and empowering the learning environment for gender nonconforming students to be taught (well) and achieve.