<span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Students’ performance and behavior in online learning environment is associated with their readiness to opt digital learning approach. We in this research investigated distance learners’ emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in correspondence based distance learning programs participated in the study. Wong and Law emotional intelligence scale (WLEIS) and online learning readiness scale (OLRS) were adapted with some modifications to collected the required data. Pearson correlation and multiple regression analysis were done to achieve the research objectives. The findings illustrate that emotional intelligence has a large size effect on sampled students’ readiness for online learning.</span>

Depression, anxiety, and stress are among major psychological disorders being predominant in present day. This study proposed to analyze the role of Muslim religiosity in male students showing these mental indications. A sample including 723 Pakistani young adults enrolled at college level was randomly chosen. Muslim Religiosity Measurement Scale and Depression, Anxiety and Stress Scale were utilized to gather information. Discoveries uncover an inverse relationship between conduct and affiliation with the symptoms of mental disorders, anxiety and stress among the respondents. Results bolster the incorporation of religious dimensions in psychological wellness and mental well-being thought of young adults in Pakistan.

The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow's theory of reflective thinking, which divides thinking in four categories. The Questionnaire of Reflective Thinking (QRT) developed by Kember et al.(2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students' job status and previous qualifications on their thinking patterns.

Depression, anxiety and stress are among major psychiatric conditions being prevalent in contemporary youth. This study intended to examine the role of three religious orientations (Allport and Ross 1967) in students demonstrating these psychological symptoms. A sample comprising 502 Pakistani girls studying at university level was randomly selected. Age Universal I-E Scale and Depression, Anxiety and Stress Scale were used to collect data. Findings reveal an inverse relationship between extrinsic personal religious orientation and symptoms of depression, anxiety and stress among the respondents. Results support the integration of religious orientations in mental health care of young adults in Pakistan.

This study examined the effectiveness of an accreditation mechanism for teacher education exclusively with a fragile higher education system in Pakistan. A quantitative research method was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected. Questionnaires were used to collect data from participants. The findings revealed that the standards of national accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant and quality teacher education in the country. A comparative perspective to explore the factors affecting the effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education program development.