As the fashion industry faces increasing scrutiny over its environmental impact, collaborative consumption models such as online fashion renting offer potential solutions for fostering sustainability. This study examines the role of environmental, social, and governance (ESG) factors alongside behavioral drivers in shaping consumer intentions toward online fashion renting in China, a model of collaborative consumption that contributes to sustainability by reducing new product demand and promoting the reuse of fashion items. The data was gathered from 403 Chinese customers using a standardized questionnaire. Structural equation modeling (SEM) was used to examine the given study hypotheses. The current study empirically demonstrates that customers’ attitudes, past sustainable behavior, and subjective norms are significant indicators of consumers’ intentions toward online fashion renting. The results further indicate that relative advantage, compatibility, perceived ownership, psychological risk, green self-identity, and experience value are the key drivers of consumers’ attitudes toward online fashion renting. Additionally, the ESG factors were found to have a significant positive impact on consumer attitudes toward online fashion renting, underscoring their importance in driving sustainable consumption patterns. By integrating behavioral and ESG perspectives, the study contributes to the growing discourse on how sustainable consumption patterns can be encouraged within the fashion industry, offering theoretical and managerial implications for fostering sustainable behavior. Directions for future research are also suggested.

This study investigates the influence of artificial intelligence (AI) on the development of students’ communicative proficiency in STEAM higher education. The rapid technological advancements has given emergence to the AI-based applications. The integration of AI into STEAM education highlights the potential of interdisciplinary learning environments that connect STEAM knowledge with communication and creativity. Artificial Intelligence- supported tools are found to be effective and promising for language teaching and learning. The study aimed to examine the effects of AI interventions on students’ communicative proficiency and to identify factors contributing to their effectiveness. Employing a mixed-methods approach, the research combined quantitative and qualitative data to explore both outcomes and implementation challenges. Findings highlight the potential benefits of AI in enhancing communicative proficiency while also identifying limitations related to teacher familiarity, technical readiness, and resource availability. The study contributes to the literature on AI integration in education, offering insights for educators, curriculum developers, and policymakers on optimizing AI-based tools to foster language learning. The results further inform future directions for AI adoption in secondary education STEAM education, providing recommendations to maximize its impact on students’ language development.

This study draws a comparison between emotional intelligence & cognitive abilities of bilingual and monolingual English Language Learners in Pakistan. The sample was young learners having monolingual and bilingual/multilingual background. The model highlighted three perspectives of cognition and IQ in bilingual children, i.e. social, psychological and societal. The model deals with the idea that bilingualism is greatly affected by the socio-cultural phenomena and the way society values a language. The emotional intelligence portion[1] of our questionnaire is based on Kids’ Empathetic Development Scale. It assesses cognitive and behavioral components of empathy in children. Moreover, the ability model is used for emotional intelligence. This model has four different abilities which are interrelated such as the ability to perceive emotions, reasoning with emotions, understanding and managing emotions. Children’s emotional development is also assessed using parental responses to the Strength and Difficulties Questionnaire (SDQ), which screens for children’s antisocial behavior, hyperactivity (inattention), emotional symptoms, and peer relationship problems. Inductive approach thematic analysis was done to analyse data (Braun & Clarke, 2021). The results imply that bilingual children have higher IQ and EQ as compared to monolingual English Language Learners.

This study delves into Usman T. Malik’s Midnight Doorways: Fables from Pakistan, focusing on the postmodernist themes and techniques that permeates his narrative. It underscores the transformative capacity of literature in reshaping cultural frameworks within the Pakistani context. By examining Malik’s work, this study illuminates how he skillfully integrates fragmented narrative structures and meta-narrative techniques emblematic of postmodernism to challenge conventional literary forms. This study employs a framework centered on postmodernism to examine the ways in which this approach challenges existing conventions and transcends conventional boundaries within the domain of literature. Malik’s narrative creativity not only enhances modern literature, but also offers a novel perspective on the cultural dynamics and societal viewpoints. Through textual analysis, this research examines the role of Malik’s literary work in exploring the intricate dynamics of identity, memory, and power in the Pakistani setting by focusing on narrative strategies and thematic concerns. Furthermore, the study emphasizes the socio-cultural implications of Malik's narrative decisions, illustratiing the importance of storytelling in shaping society conversations and challenging dominant narratives. This study aims to enhance the comprehension of the complex interplay between storytelling, cultural representation, and societal discourse within the realm of modern literature.

The quality of reading determines the quality of both content and language learning. Reading plays a key role in developing advanced grammatical skill and academic vocabulary necessary for creating written discourse and thus raising learners’ level of language proficiency. However, a substantial body of ESL college learners in Pakistan are reported to be struggling for attaining a satisfactory level in reading proficiency. Notably, the scrutiny of underachievement reveals that indiscriminate insistence on GTM and consequent failure to actively engage learners for cognitive development are included in major issues. For addressing these problems, a promising alternative is suggested in Task-Based Learning (activities-based learning). A 40-minute task-based class, 3 days a week, was run for four weeks. The sample comprised 111 students of Intermediate Level. The researcher-created videos on reading activities uploaded on his YouTube channel were watched by the learners.[1] Listening to the recorded lecture was followed by a set of activities in which the participants were engaged before they showed their work in the physical classroom. Subsequently, relative effectiveness of ten prevalent reading activities was studied through written tests. Quantitative data analysis was made by SPSS. Furthermore, qualitative data collected through interviews were analyzed by inductive approach thematic analysis. Mathematical nature of activities, such as Main Idea Formula, Students Created Quizzes & Tests and Cause & Effect Grid made them relatively more effective.

The study aimed to address the lexemic cross-linguistic influence (CLI) mechanism and the role of proficiency in activating the source language of influence. The multilingual, Gujari-speaking English lexical learner participated in the study through the discourse completion tasks and self-assessment tests. The study identified evidence of lexemic influence[1] from already learned languages at form and concept levels while English lexical items were used. The study found that Urdu as L2 offered a facilitative role compared to Gujari and Pahari in influencing learning English vocabulary as Ln. The results indicate that L2 Urdu serves as the primary source of lexemic influence on English (Ln), which is shaped by the higher level of proficiency in the Urdu Language. Hence, the pattern of influence was from higher to higher and Urdu as an L2 also functions as a filter for other language features when acquiring L3 lexemes.