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This study aims to explore parental involvement in primary students' online learning during the Covid-19 pandemic. The study used a phenomenological qualitative research design. A purposive sampling technique was used to collect data, and nine mothers whose children were studying online participated in the study. Thematic analysis revealed that shifting from regular learning to online learning was not easy. Mothers mentioned that they did not find online learning effective for primary students. They were of the view that online learning was not catering to their children's intellectual and social development needs. The managing of children's schedules was demanding, and mothers had to change their routines. Creating a proper learning environment for children was another challenge.Participants shared some suggestions to improve online learning.

This study explored the direct and indirect influences of the entrepreneurial curriculum on entrepreneurial competencies, using the campus learning environment as a mediator. In this study, a survey questionnaire composed of 48 items was used to collect data on the entrepreneurial curriculum, entrepreneurial competencies, and campus learning environment from pre-service vocational teachers enrolled in six universities located in Hunan Province, China. The entrepreneurial curriculum has four components, namely, curriculum content, curriculum material, teaching strategies, and feedback and assessment. Partial least squares structural equation modeling was used through SmartPLS 3.3.3 to measure the effects. The curriculum content has a direct, significant, and positive influence on entrepreneurial competencies. For the indirect influence, all four dimensions of the entrepreneurial curriculum influenced the campus learning environment, which, in turn, was positively associated with entrepreneurial competencies. The campus learning environment was therefore revealed to play a mediating role between the entrepreneurial curriculum and entrepreneurial competencies. The study explored that effective entrepreneurial curriculum delivery and campus learning environment are helpful for developing entrepreneurial competencies among the pre-service vocational teachers. Universities should take initiatives to update the entrepreneurial curriculum and create a conducive campus learning environment that brings a positive change to develop entrepreneurial competencies among their students. Moreover, practical implications and future research directions are also discussed in this article.

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Higher Order Thinking Skills (HOTS) are incorporated in books to enhance students’ critical thinking. It is essential to know the level of HOTS offered in the prescribed curriculum and the extent to which it is covered in exams. This study analyses the higher-order thinking skills (HOTS) introduced in the prescribed curriculum and tested in the exams. The study used a qualitative content analysis approach to analyze each chapter’s Student Learning Outcomes (SLOs) and exercises questions of the grade 8th science book to categorize the question statements in view of Bloom’s taxonomy and nine predetermined categories of Socratic questions. The results indicate that the prescribed curriculum has comparatively more emphasis on developing HOTS than the tested curriculum does. The book analysis showed that SLOs support HOTS incorporation, but exercise questions and Punjab Examination Commission (PEC) exams tend towards Lower Order Thinking Skills (LOTS). Book exercises and exams should be improved and aligned with SLOs to incorporate HOTS in students. Moreover, book and exam criteria need to be revised to enhance higher-order thinking skills in students.