Floods are among Pakistan’s most common and devastating natural disasters, and they are becoming increasingly frequent and intense as a result of climate change, glacial melt, accelerated urbanisation, and weak governance. While coverage of climate change in 2025 has improved compared to 2010 and 2022 in terms of attention to climate change, it still silences local voices and long-term resilience narratives. However, much of the literature on disaster reporting in Pakistan has been descriptive, focusing on one-off events rather than situating them within wider framing theories, agenda-setting, and disaster journalism. This study employs qualitative document analysis (QDA) of a sample (n = 300) of media texts from five mainstream Pakistani media outlets (print and broadcast) published between June and August 2025. Drawing on framing theory and using a hybrid coding framework, this study examines causal attribution, impact reporting, actor representation, and narrative patterns. The results show ongoing sensationalism and political blame frames, low inclusion of community voices, and competing discourses of climate change versus nationalist explanations (especially cross-border water politics). This study contributes to global conversations about disaster communication by demonstrating the role of media in fragile governance settings to reveal and obscure the structural causes of vulnerability. Theoretically, it broadens framing and agenda-setting scholarship by showing the simultaneous functioning of dual causal narratives, scientific (climate-induced) and political (nationalistic). It also provides policy recommendations for more inclusive, accurate, and resilient disaster reporting.

The main objective of the current study is to explore the understandings of school leaders in Pondok Modern Darussalam Gontor (PMDG) about the concept of integrated Islamic schools in the present day. Using a qualitative case study approach, 10 school leaders from PMDG were interviewed. They included six school leaders, three senior teachers, and one senior staff who have important roles at PMDG and involve directly in students’ activities. Based on a thematic analysis, the findings revealed five main themes, namely (1) combining Islamic and modern education, (2) building school and community relationships, (3) integrating theory and practice, (4) producing open-minded persons, and (5) producing future education leaders. This study concludes that Indonesian Islamic schools combine pedagogy of learning based on Islamic principles and worldwide values. In terms of leadership and capacity building, a new strategy is enforced to produce well-balanced human beings for the success of both religious and worldly affairs.

The preservation of local languages is critical in conflict-affected regions. Yet, a significant gap exists in comparative analysis exploring how divergent political settlements—post-conflict settlement versus ongoing conflict—shape language preservation strategies and outcomes. This study investigates how the de-securitization of language in Aceh, Indonesia, versus the ongoing language securitization in Patani, Thailand, produces fundamentally different strategies and challenges for revitalization. Employing a comparative case study methodology, we conducted semi-structured interviews with 20 stakeholders across both regions, performed non-participatory observation, and analyzed policy documents. Our findings reveal that Aceh’s formal recognition is undermined by implementation gaps, leading to institutional decay, while Patani’s grassroots efforts are constrained by state suspicion, fostering a model of community resilience. The study concludes that the state’s political decision to (de)securitize a minority language is the pivotal factor determining whether preservation efforts can achieve sustainable, institutionalized vitality beyond mere survival. This research offers a nuanced model for understanding the state’s central role in peacebuilding (SDG 16) through linguistic diversity, providing vital insights for language preservation strategies in other multilingual, conflict-affected regions.

Professional development is crucial for organization’s success to improve teaching-learning programs at higher learning education institutions. Many countries have developed various programs for lecturer training and development. However, there are barriers preventing them from taking the opportunities, especially finding the right time and the appropriate programs. This study explored the construct of lecturers’ professional development in teaching and learning after attending various trainings and workshops. The main objective of this study is to identify the underlying factor of the instrument based on Kirkpatrick’s Four Level Evaluation Framework namely reaction, learning, behaviour, and results. Using an 18-item instrument developed for an explorative inquiry, the present study measured and analysed responses from 100 higher education lecturers from randomly selected Public Higher Learning Institution, Private Higher Learning Institution, and Malaysia Technical University Network. Applying Exploratory Factor Analysis (EFA) to identify the underlying dimensions of the instrument, this study suggested that lecturer’s professional development in teaching and learning is a one-dimension construct consisting of integrated dimensions of knowledge enhancement, knowledge relevancy, skills improvement, and skills practice.

Teachers well-being and effectiveness are essentials for sustainable future of education. Moreover, teachers need to be academically resilient. This study aims to examine the level of academic resilience among Indonesian trainee teachers and its differences by gender, and year of study, and academic achievement. Consisting of 30 items, The Academic Resilience Scale developed by Cassidy (2016) was distributed to 300 Indonesian trainee teachers coming from various national universities. The data showed that Indonesian trainee teachers have a high level of academic resilience. There were no significant gender differences in the resilience score. Furthermore, the Pearson Product Moment test indicated that academic resilience was found to be positively correlated to their academic performance yet the correlation was not significant (R=0,086, sig >0.05). Conversely, academic resilience was negatively and significantly correlated to students’ year of study (R=-0.151, sig <0.05). This concerning pattern underscores the need to targeted interventions to enhance academic resilience, particularly among senior students.