Purpose: The purpose of this study is to analyze the impact of technostress on the teachers’ willingness to use online Teaching Modes, with the moderating role of job insecurity in Pakistan.Design/methodology/approach: Holistically, this study collected 242 samples using the convenient sampling technique for data collection. The response rate was 69.1%. The respondents of the study are academic staff working in private colleges and universities. The data are essentially collected by using the scales of technostress, job insecurity and willingness to utilize online teaching modes.Findings: The results reveal a significant and negative relationship between technostress and the teachers’ willingness to use online modalities. Interestingly, job insecurity moderates the relationship between technostress and the teachers’ willingness to use online modalities.Research limitations/implications: Only academic staff of colleges and universities is considered in this study. In later studies, researchers may consider the school teachers as their potential respondents.Originality/value: The results of the study provide important insight for the higher management of the academic institutes to motivate their employees to use online resources by using effective leadership and management skills during unforeseen events in the future.

Background: People are increasingly turning to the internet to find answers to their health concerns in an era where there is a wealth of online health information, which frequently causes increased health anxiety and the phenomenon known as cyberchondria. The objectives of this study were to examine the moderating role of health literacy and health promotion behavior and the mediating role of emotional regulation between health anxiety and cyberchondria among the Pakistani population. Methods: The study used a self-administered questionnaire to collect and examine health anxiety, emotional regulation, health literacy, health promotion behavior, and cyberchondria in 755 residents. A moderated mediation model of Hayes PROCESS was used to examine this hypothesis. Results: The findings unveiled the average score of the participants on the study variables, as well as their categorization into low, moderate, and high categories. On scale of Health Anxiety participant scores (32% vs 53% vs 15%), Emotional Regulation (25% vs 46% vs 29%), Cyberchondria (18% vs 41% vs 41%), Health Literacy (56% vs 29% vs 15%), and Health promotion Behavior (49% vs 28% vs 23%). Moreover, result revealed that emotional regulation mediates the significant positive association between health anxiety and cyberchondria (β=0.25**p< 0.001). Furthermore, health literacy moderates the negative association health anxiety and emotional regulation (β=− 0.42*p< 0.031), and health promotion behavior also negatively moderate the relationship between emotional regulation and cyberchondria (β=− 0.27*p< 0.22). Conclusion: Based on the findings, it is recommended that health policymakers consider comprehensive national initiatives that focus on educational planning. These initiatives should boost health literacy levels and promote health-related behavior. Additionally, there is urgent need for strict measures to be put in place for monitoring online platforms and websites that spread inaccurate or false health-related information.

Objective: The study was conducted to examine academic cheating behaviors and perceived online effectiveness on academic performance during the period of COVID-19 among schools, colleges, and university students in Pakistan.Methodology: A cross-sectional research design was used in the current study. Convenience sampling was used to collect the data. The study included a total sample of N = 8,590 students, with males (n = 3,270, 38%) and females (n = 5,320, 61%) participating. The data was divided into three categories: high schools (n = 1,098, 12.7%), colleges (n = 4,742, 55.2%), and universities (n = 2,570, 32.1%). School students had an average age of (M = 15, SD = 4.65), college students had an average age of (M = 20, SD = 5.64), and university students had an average age of (M = 24, SD = 5.01).Result: The results indicated that 60% of students admitted to cheating during online exams most of the time; 30% of students admitted to cheating at least once during an online exam. The study found that students (from high school, college, and university) obtained higher grades in online exams as compared to physical exams. Furthermore, significant gender differences were found on the scales of online learning effectiveness in school, college, and university students (t = 2.3*, p = 0.05 vs. t = 4.32**, p = 0.000 vs. t = −3.3*, p = 0.04). Similarly, on the scale of academic performance, students have significant gender differences. Multivariate regression analysis confirms that students’ 26% academic performance was increased due to cheating (F (2, 8,588) = 16.24, p = 0.000). Students believe online learning is effective because academic grades are easily obtained.Conclusion: Cheating is more common and easier in online courses, according to more than half of respondents, and they take advantage of this. Academicians are heavily encouraged to develop morality and ethics in their students so that their institutions can produce ethical professionals for the educational community.

This study’s aim is to determine whether or not medical students in Pakistan are willing to use online learning during the COVID-19 pandemic, as well as their perception of and satisfaction with online learning. The study also analyzed the relationship between technology-related stress and computer self-efficacy among medical students. This cross-sectional study selected 369 newly enrolled medical students as samples using convenience sampling. Medical students exhibited a significant negative association with technology-stress and the intention to use online learning. Further, computer self-efficacy decreased the effects of technology-stress and enhanced the intention to use online learning among medical students. Thematic analysis revealed three main themes: (1) engagement in studies, (2) management of time, and (3) challenges faced by students. Although students experienced challenges in terms of methodological, technological, and behavioral concerns during online classes, online classes also saved time and enhanced performance as a result of better time management.

Following the COVID-19 pandemic, the current study examines the association between cyberchondria and health anxiety in the Pakistani population, with health literacy as a moderator. This study utilized a cross-sectional research approach, with data gathered through simple random sampling. The study enlisted 1295 participants from Pakistan aged between 18 and 70, 63% of whom were male and 36% of whom were female. The researchers found a statistically significant positive link between cyberchondria and health anxiety (β = 0.215; t = 1.052; p 0.000). The moderating influence of health literacy suggests that health anxiety has a significantly negative effect on the relationship between cyberchondria and health anxiety (β = −0.769; t = 2.097; p 0.037). Moreover, females had higher cyberchondria scores than males. Health-related anxiety did not differ between the sexes, and males had greater health literacy than females. These results emphasize the critical role of health literacy in the moderating effects of cyberchondria on health anxiety. Furthermore, they reveal significant gender differences in both cyberchondria and health literacy.

The current study sought to ascertain the impact of inter-parent conflicts on teenage psychological distress, social and academic adjustment and examine the suicide ideation during the COVID-19. The results found to be alarming as 22% of the individuals displayed suicidal tendencies, with 9% having attempted suicide once, 4.6% having tried suicide twice, and 11% stating that they were likely to do so again. Therefore, the media and the government might host awareness programs and counseling initiatives to promote mental health and prevent suicidal behavior. Moreover, parents may be educated on community level, about the effect of inter-parental arguments on the mental health of their children.