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Work–life balance in the context of this paper means keeping a balance between home and workplace responsibilities and roles. In more traditional societies, such as in Pakistan, working women often find it difficult to keep a balance between their responsibilities in the workplace and their home responsibilities. This paper is based on findings from a qualitative research study that explored the perceptions of working women regarding their home–work responsibilities and how these impact their lives. Data were collected from 10 female academics working in a university in the north of Pakistan, using semi-structured interviews. Thematic analysis was used to analyse the data. Findings reveal that most women academics find it challenging to keep a balance between their home and workplace responsibilities. Participants faced a range of problems both at home and in the workplace that impacted their life in both places. These problems included lack of support and facilities at home and in the workplace. These problems, however, did not seem to deter them from carrying on with their work–home responsibilities. Some of the strategies the participants adopted to keep this balance included separating and scheduling home–work time, securing support of the family and utilising time in the workplace more productively. The downside of this, however, seemed to be that these women academics found little time for themselves as leisure time or time entirely devoted to their own mental and physical wellbeing. The research has important implications for working women, their employers, families and policy makers in Pakistan and other societies with similar contexts.

Teacher Education has been transforming throughout the world to cater to the emerging needs of quality education. Significant developments have taken place nationally and internationally in political, economic, and cultural fields, influencing education in general and teacher education in particular. The quality of education depends to a great extent on the quality of teachers. And, the quality of teachers depends on the way they are educated and trained. Pakistan has a vast education sector and a huge teaching force but teacher education in the country has not been keeping pace with modernization and development globally. Teacher education curricula, dissemination, evaluation and implementation revolved around traditional models for decades. However, there has been a growing realization to reform the teacher education system lately.

This systematic review aimed to explore the challenges and strategies for maintaining a work–life balance (WLB) between individual workers and their organizations during COVID-19 in the Pakistani context. Using the inductive approach in thematic synthesis, we analyzed eight qualitative studies on WLB from December 2019–April 2022. The Quality Appraisal process for selecting studies, constant comparison method, and critical discussion was frequently used to enhance the validity and reliability of findings. Eight analytical themes provided insight related to the challenges of maintaining WLB, strategies for facilitating, and recommended strategies for a sustainable workforce. Workload during COVID-19, lack of resources, training in technology, and mental pressure appeared as significant barriers, while family support, counseling provided by the organization, and self-motivation emerged as facilitators for WLB. Further, the findings highlighted the need for organizational interventions, for instance, emergency preparedness and capacity building of employees. Findings provided insight about guidelines for policymakers and government to make informed decisions and policies about maintaining WLB for mental well-being and a sustainable workforce, particularly women. The synthesis implied that investment in the well-being and productivity of employees could contribute to retaining a more resilient and skilled workforce, ensuring women’s workforce sustainability, and enabling lasting recovery from the pandemic.

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