Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers' practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers' responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers' perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers' beliefs and attitudes are shaped over time and from moral educational experiences.
In developed countries where agriculture is the main source of income, women play an important role in agriculture. However, due to a variety of factors in these countries, especially the patriarchal-based system of rural communities in the majority of the region, particularly in Pakistan, their contribution has remained secret. To learn more about these contributions, the current research was carried out in the Punjab district of Rajanpur in Pakistan to determine the extent of women's involvement in agriculture and the health issues that these women faced. A total of 230 female respondents were chosen from the village of Rakh Fazil Pur in the district of Rajan Pur using a purposive sampling technique. A depth interview technique was used to collect data. Females were involved in nearly all activities (p<0.05), from domestic to fieldwork, and they often had health issues. Women agricultural agents should be appointed to address rural women and to bridge the information gap between rural women and research. The role of rural women should be promoted through print and electronic media. Rural women are also involved in a number of activities in livestock raising fodder cutting, chopping, feeding livestock bathing, washing livestock milking cow and goats.
Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This study was conducted on the education systems of China and Pakistan to understand the higher education system through a student questionnaire. This research work aimed to investigate the perceptions of Pakistani and Chinese university students on sustainable development in higher education institutes (HEIs). HEIs and universities perform a unique and vital role in society by acting as intellectuals, entrepreneurs, and problem solvers. This section presents state of the art in sustainable development, the role of sustainable development in higher education, and the students’ perspectives. There were 327 questionnaires out of 400, with 27 incomplete replies being discarded, leaving us with 300 complete surveys. The literature and research theme were used to construct the hypotheses of this study. PLS-SEM, a statistical approach that utilized the partial least squares to model structural equations, was used to evaluate the hypotheses. The analysis must take into consideration all parameters. Smart PLS 3.3.9 was used for PLS-SEM analysis in this study. The results showed that quality assurance and students’ satisfaction were significant factors related to sustainable university development programs. Moreover, there was a good correlation between technological improvements in education institutes, teachers’ capacity-building programs, and student–teacher (learning–teaching) relationships. Pakistani institutions comprised 50% of the study’s participants, while students from Chinese universities comprised the remaining 50%. Among all participants, 9.66 percent of respondents were enrolled in Ph.D. programs, 37.67 percent were enrolled in an MS/M.Phil. programs, and 52.67 percent were undergraduate students. Moreover, this study also indicated that technical improvements and advancements positively correlated with sustainable development programs for Pakistani students.
Education is the basic tool to eradicating poverty. Almost half of the population of Pakistan is illiterate and many children who are school aged are not attending the school. Rural areas of Pakistan are considered educationally deprived areas, where particularly girls are not sent to school. Pakistan expends around 2% of GDP on education that shows the low priority is given to education that is lowest among all developing countries. Even these insufficient resources are not utilized proficiently, due to it the learning standard and learning outcome of the students are below average. The study aimed to find out the causes of educational deprivation among out of school children. This study and data show that about Pakistan’s school going population and importance about those children who are not going to school. Quantitative research method was used as methodology. The intended study was descriptive survey in nature. School Heads of Primary and Middle Schools of three tehsils (Rawalpindi, Kahuta, and Murree) were the population of the study and 345 were sampled through multistage sampling technique. Questionnaire used as tool for data collection. The quantitative data analysed through central tendency and standard deviation. The beneficiaries of the study were the students, parents. Educational planners and policy makers, school heads and society. The overall study indicated poor academic performance at early stages of schooling, poverty, teachers’ personality, and training, child labour and school management.
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