University of Education

The rapid integration of digital technologies in the sphere of higher education has had an essential influence on the process of teaching and learning and imposed new psychological and cognitive requirements on students of universities. Even with the increasing technical infrastructure on the ground, student academic performance is increasingly reliant on internal factors, including their dispositions towards technology use and their self-beliefs on their capability to study. The proposed research aims at exploring the extent to which academic self-efficacy and technology attitudes of undergraduate students have a bearing on academic achievement at the University of Lahore, Pakistan. It is founded on the Self-Efficacy Theory developed by Bandura and Technology Acceptance Model (TAM). Quantitative correlational study was used to collect data on 404 undergraduate students in six academic departments using validated self-report questionnaires. The evaluation of academic success based on cumulative grade point average (CGPA) was used to assess academic performance of students. The multiple regression analysis, independent-samples t-tests, descriptive statistics and Pearson correlation were performed in SPSS (Version 27). Findings showed academic self-efficacy and technology attitudes explained 52% variance in academic attainment. Self-efficacy was the strongest predictor, while females showed higher self-efficacy and more favorable technology attitudes.. The results support the paramount importance of the psychological preparation in the technology-enhanced learning space and emphasize the urgency of the institutional intervention increasing student confidence levels and engagement rates with digital technologies. The present research, policy and practice implications on higher education are discussed.

This study investigates how social factors and perceived enjoyment influence tourists' intention to visit, while examining the moderating role of destination security threats and perceived credibility and influence of the celebrity. Grounded in Social Influence Theory (SIT), the study applied structural equation modelling on 540 valid responses collected through convenience sampling. Findings reveal that SIT factors (identification, internalisation, and compliance) significantly predict perceived enjoyment, which in turn positively impacts tourist intention to visit. Destination security threats were found to negatively moderate this relationship, whereas perceived credibility and influence of the celebrity served as a positive moderator. Moreover, perceived credibility and influence of the celebrity demonstrated a three-way moderating effect, mitigating the adverse influence of destination security threats on perceived enjoyment and tourist intention. Theoretically, this study advances SIT by introducing a novel three-way moderation mechanism, demonstrating how perceived credibility and influence of the celebrity can buffer the negative impact of security threats on tourist psychological evaluations and behavioural intentions. Practically, the study offers implications for governments and tourism firms aiming to enhance destination attractiveness through strategic communication and endorsement strategies.

Differentiation Instruction (DI) has been widely acknowledged as an effective teaching strategy to meet the needs of a diverse learner in an inclusive classroom. The present research examined the perceptions of DI practices by teachers with respect to perceived benefits, challenges, attitudes, and self-efficacy. The quantitative descriptive survey design was utilized, and a structured Likert questionnaire was used to gather data on 72 teachers, who worked in inclusive schools. The tool has been reviewed by the professionals and was proven to have satisfactory reliability. The data was analyzed using descriptive statistics such as means and standard deviations. The results showed that teachers have a positive attitude towards DI. The majority of the respondents responded that DI does increase student engagement, academic performance, and especially among students with disabilities, and increases inclusiveness by minimizing achievement gaps (M ≈ 4.00-4.17). Teachers also admitted that DI gives flexibility in the teaching practices, creativity and enhances the interaction between teachers and students. Nonetheless, a number of issues are an impediment to successful implementation. The key obstacles created were: absence of instructional materials (M = 4.15), large curriculum requirements (M = 4.14), a limited amount of planning time (M = 4.07), and the lack of administrative support (M = 4.04). Moreover, the high-sized classes, different needs of learners, and the lack of cooperation with special educators were mentioned among the major limitations. Teachers were not very certain about their ability to utilize DI (M = 3.89), although their readiness to continue to develop DI-related skills was great (M = 4.04). The research shows a discrepancy between the positive attitudes and the real action. It suggests professional development that is focused, better provision of resources, and more institutional support to increase DI practices in inclusive classrooms.

This paper examines how Pakistani popular cinema reproduces a cruelly optimistic attachment to gender identity and thinness, where weight loss is imagined as the key to love, success, and social acceptance. Rather than surveying the entire industry, this study focuses on two emblematic case studies—Jawani Phir Nahi Ani (2015) and Oye Motti (2021)—to show how Lollywood normalises fatphobia through comic ridicule, makeover tropes, and exclusionary casting practices. The analysis reveals how fatness is framed not as an identity but as a flaw to be corrected, rendering overweight characters undesirable despite their talents or personalities. Thus, fatness is usually treated as an obstacle to social acceptance, marriage, and personal happiness; the very hope of inclusion becomes an instrument of exclusion, exemplifying Berlant’s concept of cruel optimism. In Berlant’s terms, cruel optimists always struggle to achieve unattainable fantasies of a better life that promise upward mobility.

The learning environment of elementary education in the field of science education has changed due to the impacts of digital learning sources. The YouTube Kids application showed significant effects on science education regarding improved teaching methods, enhancing students’ motivation and engagement through visualization and inquiry. Limited research studies have been carried out focusing on the utilization of YouTube kids but specifically the domain of designing tri-theoretical framework Cognitive Load Theory (CLT), Social Cognitive Theory (SCT), and the Cognitive Theory of Multimedia Learning (CTML) has been overlooked in Pakistan. The research aims to fulfil this gap how tri-theoretically optimized video content influences learning retention, mental effort, and science self-efficacy among elementary students. A quasi-experimental design was used with 60 elementary students (N=60) from Rawalpindi city. The convenient sampling technique was applied. The experimental group (n=30) engaged with science curated videos, while the control group (n=30) was taught using traditional methods. Quantitative analysis using t-tests showed that the experimental group achieved higher post-test scores. This research finds practical implications to the policy makers, curriculum developers and school administrators showing favour for the use of YouTube Kids in science education at the elementary level. The study made a valued contribution to the body of literature addressing the knowledge gaps on digital pedagogy and tri-theoretical framework that has a positive and significant effect in reducing cognitive load and enhancing the academic performance of elementary students in science.