This is a qualitative research study on the influence of cultural capital on the experience of students and their education results in higher education. Through the Bourdieu theory of cultural capital, habitus, and field, the study examines the way students with varying socioeconomic statuses act to mobilize embodied, objectified and institutionalized forms of capital in universities. The semi-structured interviews were conducted with 12 undergraduate students, with different socioeconomic and first-generation backgrounds. Thematic analysis showed that cultural capital has significant impacts on academic confidence, classroom involvement, institutional orientation, and sense of belonging. Students with high socioeconomic status exhibited a greater adherence to the mainstream academic standards, and the first-generation and low-SES students indicated that they experienced difficulties in the beginning but had developed coping strategies throughout their lives. The results bring out the reproductive character of higher education as well as its reorganizational possibilities. The research paper highlights the importance of having inclusive institutional practices in order to minimize the inequalities in academic achievement and persistence.

This study investigates the role of English as a gatekeeper language and the phenomenon of code switching in elite schools in District Karak Pakistan. Through the qualitative methods, such as classroom observation, semi-structured interview with teachers and students, as well as analysis of documents, the research examines the functional role of the English language as a tool of academic and social distinction. The study shows that English proficiency is directly connected to academic success and the ability to earn a living in the future with English being the gateway for opportunities for success. Code-switching, the behavior of mixing different languages (Russian and English or Urdu language or regional languages). The results highlight the cross-cutting of language, socio-economic status and educational inequality and hint at the necessity of zeroing in inclusive language policies in elite schools so as to guarantee equitable access to academic success.

The AI is transforming how countries learn by providing adaptable, data-driven learning experiences that respond to learners' cognitive states, behavioral patterns, and educational paths. This paper explores the convergence of AI and educational psychology, investigating how an AI-assisted learning system operationalizes recent psychological concepts, such as cognitive load theory, self-regulated learning (SRL), and Vygotsky's Zone of Proximal Development, to maximize the instructional process. Based on recent empirical data from meta-analyses and randomized controlled trials, this research reports that AI-supported learning significantly increases academic performance (cohensions d = 0.68, 95% CI [0.41, 0.95]) compared with traditional learning. Moreover, AI-personalized learning systems reduce additional cognitive load by 34 percent among learners with cognitive deficits. The evidence indicates that AI is useful for learning when it provides purposeful practice and profound thinking that align with learners' cognitive development.

Generative AI tools are reshaping academic writing. The central issue is not their use, but when AI-assisted text can still be recognised as legitimate scholarly work. This exploratory study examines how experienced academics evaluate legitimacy through three conditions: retention of human responsibility for core ideas, limitation of AI to supportive roles, and disclosure of its use. Data were collected from 25 participants through a questionnaire combining rating scales and open-ended responses. The findings show that legitimacy is conditional rather than binary. Participants accepted AI for drafting, rephrasing, and organising text, but expressed concern when it shaped arguments or interpretations. Across responses, three conditions consistently defined acceptable use: AI must support rather than replace intellectual work, authors must remain accountable for all claims, and AI involvement must be disclosed. Legitimacy, therefore, rests on ongoing professional judgment rather than fixed rules.

Education of women has come under focus as a means to transform gender and contribute to sustainable rural development in Pakistan. The aim of this ethnographic research is to explore the role of education in changing gender roles of Basti Rasoolpur, a rural community in south of Punjab. Research is conducted using qualitative approaches such as in-depth interview, participant observation, focus group discussion and informal interaction, examining women's involvement in household decision making, mobility, community involvement and economic life. Results show that education increases women's confidence, autonomy and ability to make a difference in their family's wellbeing, health, money matters and child education. The study reveals evolving attitudes, including greater acceptance of women's mobility and public participation, while maintaining social legitimacy and respectability. The findings show that women’s education strengthens social inclusion, economic resilience, and community development. These outcomes support sustainable rural development and future prosperity. 

Nurses play a key role in health emergency preparedness; however, there is insufficient literature related to nurse disaster readiness in resource-limited and high-risk environments. In GB, which is considered one of the most disaster-prone locations in South Asia, there is no empirically validated scale measuring DNCC. In this paper, a cross-case analysis has been conducted to determine if combinations of Education (EDU), Training (TRN), Organizational Support (ORG) and Structural Barriers (BAR) are necessary and sufficient to generate high or low levels of DNCC in nurses working at public hospitals. Fuzzy-set Qualitative Comparative Analysis (fsQCA) was used for data analysis using direct calibration based on percentile. It has been observed that none of the above-mentioned factors alone are sufficient to generate high DNCC. However, combination of different enabling factors can be responsible for high DNCC, while no organizational support has consistently shown up in configurations leading to low DNCC.

The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.