Teachers' views on early childhood learners' 21st-century skills adoption are examined in this study. Education for the 21st century promotes student engagement and prepares them for a global, linked society. The study population was primary school teachers. The researcher randomly sampled two hundred fifty elementary school instructors—a questionnaire collected data for the study. Frequency, percentage, mean score, and standard deviation were used to achieve the study's goal. Most respondents said the classroom helped pupils communicate, according to the report. In contrast, most students said they support classroom punishment for learning. The institute improves early learners' communication and classroom motivation. Students follow the class routine and support classroom discipline because they feel safe and comfortable. The results suggest using the unified national curriculum at the preschool level to help young children develop 21st-century skills.
The best way for a person or an adult to gain knowledge, understanding, competence, and a positive outlook is through formal education. As a result, one undergoes maturation, honed skill, and instruction. The objective of the study is to find out the relationship between the quality of college life and students' academic motivation at the college level in the Multan division. The study used the descriptive method that used a correlational approach. The population of the study comprised all the women studies in the colleges that come under the jurisdiction of Multan division while the four hundred women were the sample of study who attended the college. The researchers used two questionnaires to collect data from the sample of the study. The study concluded that the quality of college life has a significant relationship with student's motivation. The study may recommend that college may foster a more upbeat environment for students' academic growth
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