This study investigates the perceptions of university students in Pakistan on the use of ChatGPT in learning. It aims to understand the students’ views on the benefits, challenges, and overall impact of ChatGPT on their academic experiences. A quantitative approach was employed, collecting data from 400 students across various universities in Pakistan through a structured questionnaire. The validity and reliability of the questionnaire were ensured through pilot testing and statistical analysis. The study found that while most students perceive ChatGPT as a beneficial tool for improving their learning, significant concerns remain about academic integrity, over-reliance on artificial intelligence (AI), and the accuracy of information provided by ChatGPT. The findings suggest that perceptions vary across demographic factors such as age, gender, and type of university. These findings can benefit policymakers and educational institutions in effectively integrating AI tools such as ChatGPT into educational systems, ensuring that the value is maximized while addressing potential disadvantages. The study contributes to the existing body of knowledge on AI utilization in education, particularly within the context of developing countries.

The substantive purpose of this study was to identify the effect of using ICT on students' personality development. Population of the study consisted of students of two universitiesof Lahore. Sample of the study comprised randomly selected 242 students. A self-developed and validated instrument was used for data collection. Instrument comprised two sections one contained demographic variables and other statements related to personality development of students. A pilot study was conducted to validate the instrument. The reliability index (cronbach alpha) was .83 which is statistically significant. Data were analyzed through SPSS. t- test was run to identify mean difference in personality development of male and female students. ANOVA was applied to see mean difference in the responses of students, regarding their personality development in different programs. Results showed that use of ICT has a profound effect on Female students' personality. Results of ANOVA revealed that students of BBA department show more effect of ICT on their personality. Recommendations were made on the basis of findings.

The purpose of this quantitative research was to identify the application of Artificial Intelligence (AI) tool and its influences on the self-esteem and academic performance of student in public and private universities of Lahore. In order to ascertain gender and university representation, 400 BS students were sampled using multi stage sampling technique. Data collection was carried out through three questionnaires, with five items in each that were made based on digital competencies, academic performance, and self-esteem. To reliable was assessed by a pilot study that revealed Cronbach Alpha .781. The data was collected by personal visits to the universities and was analyzed by IBM (Trial version) software, descriptive and inferential statistics were applied. Participants used AI tool moderately, reported high self-esteem and academic performance. A significant difference was observed based on the utilization of AI tools in private and the public institutions, in the level of self-esteem and academic performance. Differences in the application of AI tools in various BS degree programs were identified. Socioeconomic background of students also determines self-esteem and the performance. The promotion of using a wide range of AI resources instead of possible alternatives like LMS or ChatGPT can augment the extent of learning and can enhance the outcomes of learning.

Purpose: This quantitative study aimed to identify entrepreneurship skills of university students. All students currently enrolled in different semesters of various programs being offered in various departments were the population. Methodology: Students were selected through multi-stage random sampling technique from randomly selected semesters of randomly selected programs. A self-developed and validated questionnaire was used for data collection. Questionnaire was validated through a panel of experts; reliability was checked by identifying the reliability index through IMB version 24 available online. Necessary amendments were made in the light of expert’s review and results of the factor analysis. Findings: Effective strategies, including experiential learning, mentor ship, competitions, and networking, help students acquire these skills. Encouraging ethical practices and continuous learning ensures that students are not only skilled entrepreneurs but also responsible ones. Implementation: Building a supportive ecosystem within the university and the local community fosters a culture of entrepreneurship.

Purpose: The purpose of the study was to get insight of school heads regarding effectiveness of assessment policy framework 2019 for school based assessment. This qualitative study explored the viewpoints of elementary school heads, with an emphasis on how well it is implemented and how it affects students' learning. Design/Methodology/Approach: The population of the study was all the school heads working in Punjab. The Homogeneous random sampling technique was used and data was collect from school heads (ten) till saturation. The Logic Model Framework was used to explore the effectiveness of APF for school based assessment. A structured interviews protocol was used. N-Vivo software was utilized for organizing, coding, and identifying emergent themes. Findings: The findings revealed that APF 2019 has implementation challenges, although substantial input support was provided for effective implementation still there is dire need of teacher training and more finical support is required. Due to overemphasis on multiple choice questions it is decreasing critical and creative abilities of student. Implications/Originality/Value: Despite the positive changes, in procedural terms and in terms of student attendance particularly, the effects of the policy on educational equity and quality are still limited. Solving these problems is crucial for the successful implementation of APF goals.

Artificial intelligence tools, particularly Meta AI, are increasingly being used in education. Understanding the potential academic advantages of such tools is important for integrating emerging technologies into modern educational practices. The study adopted a quantitative research approach and was conducted on undergraduate and postgraduate students of four universities in Lahore, Pakistan, including two public and two private institutions. The population consisted of all the students enrolled in these universities, and a sample of 400 students was selected through multi stage random sampling technique to ensure representation from different academic disciplines and levels. Data was collected using a structured questionnaire consisting of closed-ended statements measures on five point Likert type scale . The instrument was adapted from previous studies on AI use in education and modified according to the objectives of the present research. The questionnaire measured perceived academic benefits of Meta AI including learning improvement, academic performance, creativity, and time management. The reliability of the instrument was ensured through Cronbach’s Alpha reliability index, which indicated acceptable internal consistency. The collected data were analyzed using IBM SPSS 24 (trial version). Both descriptive and inferential statistical techniques were applied, including frequencies, percentages, means, standard deviations, independent sample t-tests, and ANOVA to examine demographic differences. The findings revealed that students generally perceive Meta AI as a beneficial academic tool. The results indicated that Meta AI contributes to improved learning and understanding, enhanced academic performance and quality of work, increased creativity and idea generation, and better time management and efficiency. Demographic analysis showed that undergraduate students reported slightly higher perceived benefits compared to postgraduate students, while no significant difference was found based on gender. Variations were observed across age groups and departments, with younger students and students from departments such as Pharm-D and Education reporting higher perceived benefits. It is recommended that universities should guide students for the responsible use of AI tools, provide digital literacy training, and develop institutional policy to maximize the academic benefits of emerging AI technologies.