This research investigates the transformative role of Artificial Intelligence (AI) in teaching English in Pakistan's private primary schools. The study focuses on AI technologies such as Grammarly, ChatGPT, and Duolingo, examining their benefits and challenges in primary education. International studies have shown that AI aids in writing, feedback, and personalised learning; however, the impact of these tools in Pakistan’s primary schools remains underexplored. This gap is addressed by synthesising findings from global literature and examining how international trends are influencing local educational practices. The research method involves a systematic literature review of 57 articles from databases such as Scopus and ERIC. Using qualitative synthesis and theme classification according to PRISMA guidelines, the study identifies both positive outcomes, including enhanced engagement and improved language performance, and challenges, such as digital inequality, teachers' lack of preparedness, and an over-reliance on automation. The findings underscore the need for tailored ethical guidelines and ongoing professional development for teachers to ensure the effective and equitable integration of AI in primary school education

In recent years, primary education has gained increased scholarly and policy attention due to its critical role in shaping foundational learning and long-term academic outcomes. This study addresses this gap by conducting a bibliometric analysis of 85 peer-reviewed publications from 2015 to 2025, focusing on trends and patterns in instructional and teacher education research within primary education. The primary objectives were to map publication output, identify key contributors and institutions, examine collaborative networks, and reveal emerging themes. Relevant data were retrieved from the Scopus database and subjected to bibliometric analysis through a combination of performance analysis and science mapping to visualise co-authorship patterns, keyword co-occurrences, and citation networks. Findings revealed a significant increase in research output over the decade, particularly after 2017, with notable contributions from both high-income and emerging economies. Thematic analysis uncovered four dominant clusters: instructional strategies, teacher preparation, curriculum reform, and inclusive education, with growing attention to digital pedagogy and equity since 2020. This study concludes that while the field has matured in scale and scope, international collaboration remains limited, and certain critical areas—such as gender-sensitive pedagogy and rural instruction—remain underexplored

Dyscalculia is a specific learning disability that impairs mathematical abilities. It presents significant challenges to affected individuals, particularly primary school pupils who struggle with basic arithmetic. This study investigated prevalence levels and strategies of overcoming dyscalculia among primary pupils. The study adopted a descriptive survey research design. Simple random sampling techniques were used to select 116 public primary school teachers in Kwara State, Nigeria. A researcher-self-constructed instrument titled “Prevalence Level and Strategies of Overcoming Dyscalculia Questionnaire” (PLSODQ) was used for data collection, with a reliability coefficient of 0.76. Descriptive statistics were used to answer the research question, while an independent sample t-test was used to test the hypothesis. The findings revealed that the prevalence level of dyscalculia among primary school pupils as perceived by teachers is at an average level. Also, the strategies of overcoming dyscalculia among primary school pupils as perceived by teachers. Primary school teachers agreed that dyscalculia could be overcome by exposing pupils to education and employing an individualized teaching method, among others. Finally, there was no significant difference between male and female primary school teachers' perceived prevalence level of dyscalculia among primary school pupils. It was recommended that seminars and conferences should be organized for teachers.

This comparative quantitative study examined smartphone addiction rates among children using a modified Smartphone Addiction Questionnaire, focusing on differences between preschool and primary school students to inform prevention and health promotion strategies. For preschool participants, parents completed the questionnaire, whereas for primary school children, both parents and children provided responses. The assessment tool demonstrated robust psychometric properties, with validity established through rigorous evaluation and high internal consistency for both the children’s and parents’ scales, as indicated by Cronbach’s alpha coefficients. The study cohort comprised 832 participants, including 104 preschool-aged children, 336 parents of primary school-aged children, and 392 primary school students. The prevalence of smartphone addiction differed significantly across groups, with primary school students exhibiting higher rates than preschool-aged children (p < 0.05). This disparity was consistent across both parent- and child-reported measures. Nevertheless, 3.8% of preschool-aged children were classified as high risk for smartphone addiction, with an additional 1% at very high risk, necessitating parental vigilance. Among primary school students, the prevalence was higher, with 7.4%–9.8% at high risk and 0.8%–2.1% at very high risk

The diminishing enthusiasm among students for composing personal narratives, coupled with the overwhelming presence of readily accessible online examples, has prompted many to resort to shortcuts, consequently impeding their creative growth and expression. This study examines the effectiveness of the RADEC learning model in enhancing graphic composition skills among fifth-grade students. Utilizing a quasi-experimental design characterized by a quantitative methodology and a pretest-posttest control group structure, the study engaged a cohort of 60 fifth-grade students from a rural educational institution. The selection of participants was carried out through convenience sampling, which involved choosing two classes, namely VA and VB, with each class comprising 30 students. Data collection was accomplished through a comprehensive approach that included the administration of questionnaires, standardized tests, and the compilation of relevant documentation. The findings indicate that the RADEC model improves students' comprehension of writing concepts and significantly enhances their descriptive writing skills in Indonesian. Its structured, student-centered approach facilitates their progression from basic writing tasks to planning, monitoring, and evaluating their work. Furthermore, it promotes critical, creative, and independent thinking in writing

This study addresses challenges in 21st-century education, particularly the low motivation and academic performance of elementary school students. It investigates the use of multimedia-based interactive learning tools as a solution to improve engagement and learning outcomes. Focusing on the Hydrological Cycle (Theme 8) for fifth-grade students, the research aimed to develop interactive multimedia learning materials using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through questionnaires, interviews, and assessments, then analyzed using quantitative and qualitative descriptive methods. The findings revealed strong validity, practicality, and effectiveness of the developed materials. Material and media experts rated the tool’s validity at 90%, classifying it as highly valid. Practicality tests yielded scores of 98.3% from teachers and 86.9% from students, confirming its usability in classroom settings. Most notably, the tool significantly improved learning outcomes, with average test scores rising from 48.79 (pretest) to 81.47 (post-test). These results demonstrate that interactive multimedia tools can effectively enhance student motivation and academic achievement in elementary education

This study examined the integration of Qur’anic and Hadith elements within the Religious Education curriculum of Islamic Elementary Schools, alongside an analysis of Imam Al-Ghazali’s perspective on the importance of early religious education in fostering faith and moral development within the Merdeka Curriculum, employing a qualitative methodology that combined content analysis of curriculum documents and textbooks with semi-structured interviews to ensure a rigorous and comprehensive investigation. The curriculum was structured in three phases: Phase A focused on the mastery of hijaiyah letters and the recitation of short surahs; Phase B emphasised the interpretation of selected verses and hadiths; and Phase C integrated memorisation, comprehension, and the practical application of religious values in daily life, with the observed school implementing innovative pedagogical resources and strategies to effectively blend theoretical knowledge, practical application, and technological advancements, thereby creating valuable and engaging educational experiences that not only strengthened religious observance but also nurtured morally upright and spiritually discerning students, equipping them to address global challenges while preserving their Islamic identity

Parents play a crucial role as the primary caregivers and educators of children, each employing their unique parenting style. This research aimed to elucidate the parenting patterns employed by parents in influencing the behavior of children with Attention Deficit Hyperactivity Disorder (ADHD). The study utilized a qualitative research method with a case study approach, focusing on children diagnosed with ADHD. The data collection process incorporated interviews, observations, and documentary studies. Rigorous data validation is achieved through source triangulation and technique triangulation. The interactive analysis model involves data reduction, presentation, and subsequent conclusion drawing. The research findings reveal that parents of children with ADHD adopt both permissive and authoritarian parenting patterns. Observable parenting behaviors include allowing excessive freedom, maintaining a constant belief in being right, and consistently acquiescing to the desires of the ADHD child. These parenting patterns contribute to the development of dependent behaviors in children, manifesting as an unwillingness to compromise, emotional instability, and involvement in actions detrimental to others.

The pervasive influence of various advertisements across multiple media platforms, promoting instant and packaged food and beverages, has contributed to the unhealthy lifestyle habits of learners. Examples include the consumption of foods or beverages detrimental to health. Non-environmentally friendly materials can also have a negative impact on the environment. Consequently, there is a need for individuals to understand and recognise the importance of consuming healthy and environmentally friendly local food. This research examined the validity of pictorial teaching materials based on the local wisdom of Indramayu, aimed at enhancing learners' eco-literacy skills. The study was conducted among fourth-grade students at Public Primary School A and B in Indramayu. The research model applied was Borg & Gall's model. The researchers validated the product based on content, language, and graphic reliability. The validation process involved three experts and two practitioners. The data validity test incorporated interviews, observations, and documentation. The results demonstrated that the content reliability was 87.50%, language validity was 89.16%, and graphic validity was 91.66%. These results indicated a category of high validity. The findings suggested that the pictorial teaching material, grounded in Indramayu local wisdom, was beneficial for further learning. Future researchers could extend this research by developing other forms of teaching materials

Teachers are indispensable to education. Teachers’ presence in the classroom is crucial for student learning. Consideration must be given to teachers’ happiness in order for them to perform their duties effectively in schools. This study employed a multiple linear regression model to determine the effects of character strength, social life, and compensation on the happiness of teachers. This was a quantitative descriptive study with 71 teachers as the population and 40 teachers as the sample from Maitreawira Primary School in Batam. The information was gathered using a questionnaire. Before using multiple linear regression to analyze the data, their validity and dependability were evaluated. The results indicated that the teachers’ social lives had an impact on their happiness. While the factors of moral fortitude and remuneration have a limited impact on teachers’ happiness, neither factor has a substantial impact. However, character strength, social life, and compensation can simultaneously affect teachers’ happiness. The headmaster of a primary school is expected to pay attention to the social life of teachers in order to increase their happiness. This study demonstrated the effect of character strength, social life, and compensation on the happiness of teachers.