Social Anxiety Disorder (SAD), a prevalent mental health issue, significantly affects university students' academic performance, social relationships, and psychological well-being. This review synthesizes literature from 2010 to 2025 to examine the prevalence, impact, and intervention strategies for SAD among university students. Findings reveal that prevalence rates vary globally (ranging between 5% and 53%), with higher rates reported among females, medical students, and individuals facing academic or social stressors. The review identifies that SAD contributes to academic avoidance, poor classroom participation, and low self esteem. Evidence-based interventions such as Cognitive Behavioral Therapy (CBT), internet delivered therapy, mindfulness-based approaches, and physical exercise have shown significant symptom reduction. This review emphasizes the need for early screening, integrated mental health programs, and university-based intervention frameworks to mitigate SAD's long term consequences. Educational institutions must prioritize awareness and accessibility to support students' well-being and academic success.

The study aimed to analyse the "analysing the effect of emerging pedagogies on students' problem solving ability in Mathematics at secondary level". The main objectives of the study were to investigate the effect of flipped classroom through project-based learning on students' problem solving ability in Mathematics at the secondary level. In this chapter, the results and interpretation of the data were presented, which were collected through questionnaires administered to three respondent groups: 200 students, 100 Secondary School Teachers (SSTs), and 50 Head Teachers, for a total sample size of 350 participants. Finding the effect of flipped classroom through project based learning on the problem-solving ability of the students in Mathematics at the secondary level was the aim of this research. The structured questionnaire consisted of 40 items broken down into 10 headings/indicators that included the areas of integration of flipped classroom model, project-based learning strategies, mathematical problem-solving skills, real-world application of mathematics, use of technology in Math learning, collaboration and peer learning, inquiry and critical thinking, motivation and engagement, teacher support and instruction, and administrative and resource support. These signals were: (1) flipped classroom model incorporation (most respondents 90% agreement (2) project-based learning strategies, 92 % agreement, (3) skills of solving mathematical problems, 93% agreement, (4) real-life application of Math, 92 % agreement. Favour this practice, indicating strong endorsement of "work on Math projects based on real-life problems".

This study analyses the socioeconomic factors of female suicide terrorism in South Asia. The study utilises panel data spanning the period from 2000 to 2020. The study applied panel unit root tests, panel cointegration tests and fully modified ordinary least squares regression. The unit root test indicates that all the variables are integrated of order one. The panel cointegration tests confirmed that political stability, employment, inflation, education and female suicide terrorism are cointegrated in the long run. The study used a fully modified ordinary least squares method and found that employment does not have a significant relationship with female suicide terrorism, even though it is negatively correlated with it. The results also showed that education and political stability alleviate female suicide terrorism, while inflation is positively associated with female suicide terrorism in South Asia. The results provide policy insights to alleviate female suicide terrorism in South Asia.

The qualitative research explored the lived experiences of parents with prolonged grief disorder who lost their child in an accidental death. This study helps us to understand the intense suffering experienced by parents following the death of a child in an accident, particularly in Pakistani society, where grief is commonly kept a secret. It demonstrates why parents who experience chronic grief require greater understanding and care. Through the purposive sampling technique, a sample of 5 participants was selected from hospitals in Rawalpindi and Islamabad. Participants were selected from two hospital settings: three from NIRM Hospital and two from Benazir Bhutto Hospital. Of these, three had been previously diagnosed by clinical psychologists, while the remaining two were assessed and diagnosed during my internship under the supervision of a clinical psychologist. Semi-structured, face-to-face in depth interviews were conducted with research participants. The data were analyzed using interpretative phenomenological approaches. Four major superordinate themes were developed: Psychological and emotional distress, disturbed daily life functioning, spiritual challenges, and help-seeking behaviour. The results of this study can be utilized by mental health practitioners, grief counsellors, and legislators to develop more effective and better support systems for parents experiencing prolonged grief disorder.

This study investigates the relationship between parental involvement and students' intrinsic motivation at the elementary level in the District of Dera Ghazi Khan (DGK). The primary objectives were: to analyse students' perceptions of parental involvement and intrinsic motivation, and to examine the relationship between these two variables among elementary school students. The total population comprised 60,100 male and female students enrolled in public schools located in both urban and rural areas across DGK. A representative sample of 398 students was selected through stratified random sampling. Data was collected using a structured questionnaire, and the analysis was conducted using SPSS version 26. Descriptive statistics revealed moderate to high levels of perceived parental involvement and intrinsic motivation. Correlation analysis indicated a significant positive relationship between various dimensions of parental involvement—parenting, communication, volunteering, and learning at home — and students' intrinsic motivation. The findings highlight the importance of family engagement in fostering students' intrinsic motivation to learn, suggesting that schools should encourage and facilitate greater parental involvement in their children's education.

Developing countries have been consistently facing budget and current account deficits (twin deficits). South Asia is the second-largest region globally with heavy twin deficits. This study examines the presence of twin deficits in South Asian economies, including Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan, and Sri Lanka, for the period 1997-2024. We employed the pooled mean group autoregressive distributive lag (PMG-ARDL) approach for estimation. The empirical verdicts provide strong evidence of twin deficits in the South Asian economies. A significant budget deficit increases the current account deficit, while long-run GDP growth reduces it.

This paper analyses the revolutionary aspect of ChatGPT as an alternative teacher and how it impacts the engagement level and achievement level of students in the 21st-century21st-century learning environment. The study focuses on four aspects, including experience and adoption of ChatGPT, engagement, learning outcomes, advantages, and obstacles. The findings suggest that most respondents have prior knowledge of AI applications and utilise ChatGPT to gain academic advantages in areas such as learning support, project advice, and test preparation. The results demonstrate that 77.5% of the population believes ChatGPT has more potential or is significantly more effective than human teachers in providing learning materials. Upon engagement, 75 per cent of students reported greater engagement, particularly in completing assignments, showing increased interest in the subject, and participating in class assemblies; however, issues of academic integrity arose. The learning outcomes have been positively affected, with 85 per cent of the participants reporting some form of improvement, whether somewhat or significantly, noting an improvement in performance. Personalised learning (41.3%), greater accessibility (32.5%), and real-time feedback (20%) were reported as the top rated benefits. On the other hand, dependence on technology, technical issues, and a lack of human interaction, as well as occasional inaccuracy ratings, were key challenges at 32.5%, 27.5%, 18.8%, and 17.5%, respectively. The findings indicate that ChatGPT can enhance learning, but its application must be done ethically, cautiously, and in conjunction with traditional teaching methods.

In recent times, qualitative research has become a focal point of interest in education and the social sciences because it can reveal meaning, context, and lived experiences in ways that quantitative data cannot. However, while many postgraduate researchers genuinely appreciate qualitative inquiry for its potential, they often have to confront its philosophical foundations as well as the practical demands of using its methods confidently and rigorously. This article aims to make qualitative inquiry more accessible for novice researchers by connecting key paradigms to methodological decisions and research practice. The paper discusses key methodologies for data collection, including interviews, focus groups, observations, and document analysis, while also acknowledging the complexities of qualitative inquiry across various contexts. The article also elaborates on the analytic process from coding to categories to themes while noting the role of reflexivity and transparency in establishing credibility. Quality issues, such as dependability, authenticity, and credibility, are also addressed, as is the role of digital technologies and new designs in engaging qualitative practice. By balancing theoretical depth with practical examples, this article engages and supports social transformative postgraduate researchers in carrying out rigorous and meaningful qualitative inquiry.

Open Universities (OUs) are characterized by large-scale distance education, diverse learner profiles, and flexible temporal arrangements; however, remote teaching still suffers from low engagement, delayed feedback, limited personalization, heavy teaching loads, and other inequities. This concern has led to the design of an OU-specific smart model for AI-enabled Remote Teaching (SMART-OU) based on a progressive approach to teaching and learning, in which instruction, practice, feedback, and assessment are tailored to support small, incremental mastery. SMART-OU uses learning analytics, AI-enabled content scaffolding, formative assessment, and ethical design and implementation as its foundational pillars. The model prescribes and delineates a learner journey along the stages of the learning process: diagnose, scaffold, practice, assess, support, and an instructor’s journey through the design, monitoring, intervention, and improvement stages, all supported by AI tools: adaptive sequencing, automated feedback, risk prediction, and learning assistant chat. This paper outlines the model’s key elements, data flow, evaluation, resource allocation, and implementation for OUs and other institutions of higher education. The model aims to optimize retention and provide timely intervention for at-risk learners, achieve greater consistency across diverse cohorts, and significantly reduce administrative workload, all while safeguarding the core values of academic integrity, inclusiveness, and transparency.

This study explores the relationship between financial sector development, stock market performance, and key macroeconomic variables in South Asian economies. Using advanced econometric methods—including ARDL modelling, panel unit root tests, causality analysis, and principal component analysis—it provides empirical insights into factors influencing stock market stability. Results show that financial sector development has a significant long-term positive impact on stock market performance, though short-term fluctuations pose transitional challenges. GDP per capita has a limited causal influence on stock trends, suggesting that economic growth alone is insufficient to drive financial market expansion. Urbanisation emerges as a key determinant, contributing positively in the long term but introducing short term instability due to pressures on infrastructure and economic transition. The study reveals weak financial interdependence among South Asian markets, indicating both opportunities for portfolio diversification and the need for enhanced regional financial cooperation. Policy implications include the need to align financial development with broader economic reforms, building investor confidence, and promoting digital financial inclusion. Future research should examine how fintech innovations, regulatory frameworks, and global economic conditions affect financial market integration in emerging economies.