Throughout history, political instability has been a persistent issue for diasporic communities, exacerbating the challenges they already face. The present research endeavours to examine the impact of political turmoil on diasporic communities, with a particular focus on its role in shaping cultural identity, hybridity, and conflicting loyalties. The present research employs a qualitative analysis to amalgamate a substantial corpus of literature and deduces that diasporas are significantly impacted by political instability and violence, resulting in adverse outcomes such as relocation, trauma, and cultural identity loss. This study delves into the complexity of diasporic identity and the notion of hybridity, frequently linked to diaspora communities. Empirical evidence suggests that diasporic communities frequently experience a sense of estrangement and encounter competing allegiances due to their inability to fully assimilate their cultural heritage into their novel surroundings. Research has demonstrated the significance of comprehending diasporic identities and the obstacles that individuals encounter, particularly within the framework of contemporary political instability.The research findings highlight the need for policymakers and stakeholders to take into account the distinctive perspectives and experiences of diasporas, particularly in light of current political unrest. In order to comprehend and help diaspora groups, it also emphasizes the need for additional research on diaspora identity, cultural hybridity, and competing loyalties.

This study examines the impact of teaching strategies on prejudice and intergroup relations among secondary students in public high schools in Pakistan’s Lodhran district. Using a descriptive cross-sectional design, researchers administered a self-developed questionnaire on prejudiced attitudes and intergroup contact to 215 students from Kehroor Pakka, Lodhran, and Dunya Pur, achieving a Cronbach’s alpha of 0.834 for reliability. Findings from 213 valid responses reveal that while students are generally tolerant, biases persist regarding gender, caste, and religion. Cooperative learning and culturally responsive teaching (CRT) improved intergroup relations, especially when teachers demonstrated fairness and respect. However, challenges such as teacher bias, favoritism, and limited intergroup interaction were reported. SPSS analysis showed that group learning effectively reduced conflicts, and students favored cross-caste friendships and discussions of relevant issues. The study recommends professional development and curriculum adjustments for preservice teachers to foster inclusive, no prejudicial classroom environments.

Artificial intelligence(AI) is a well and indeed done deal, and now the AI economy is not only keeping itself alive but also being regarded as a force for transformation to transform fighting and its prediction and prevention into a global endeavor. Since it can use the power of massive data sources and machine learning and pattern recognition algorithms, AI systems can detect and warn of early signs of conflict so that decision-makers can get a head start. Much more specifically, an emphasis on data can amplify bias or produce incorrect predictions, undermining the trust in the results that AI promises to provide. There are significant ethical, political, and technical challenges to integrating AI into peacekeeping frameworks that need to be carefully walked along to use AI responsibly. It is this paper that studies those dimensions and looks to the future to analyze how AI might be distributed in conflict management.