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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.

Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.

Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills.

Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.

The present study aimed to explore the effect of techno stress (TS) on university teachers' work behavior (WB). The study was quantitative in nature. A total of nine universities were included in the sample of the study, such that each university was selected from each of the nine divisions of Punjab,Pakistan. There was a total of 3786 (1319 female and 2467 male) faculty members in the overall population, from which a sample of 494 faculty members was selected. The present study has been based on standardized questionnaires with written approval directly by research authors via email communication. The standardized instruments on techno stress (Ragu-Nathan et al. 2008) and work behavior (Koopmans, 2015), respectively, were used to collect data from the teachers of the universities regarding techno stress and work behavior. The inferential statistical technique regression was applied to reach the findings that techno stress had an inverse effect on the work behavior of university teachers.

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