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.

Positive psychological well-being is essential for engaging children in school and family life. This research examines the influence of deviant factors (virtual violence, bullying, and socioeconomic status) on the psychological well-being of schoolchildren in rural South Punjab. Using convenience sampling, 200 male students from government lower-secondary schools across six districts were recruited for this quantitative cross-sectional research. AMOS 21.0 was used to apply Structural Equation Modeling to assess the impact of deviant factors on the students’ psychological well-being. The results reveal that virtual violence causes a 15.1% variance, representing the most considerable negative impact on schoolchildren’s psychological well-being among all deviant factors. This research concludes that the three deviant factors affect students' emotional resilience and mental state, resulting in their poor psychological well-being. Hence, it is strongly recommended that school management, teachers, and parents collaborate to create a healthier environment through awareness programs and parental guidance initiatives.

Education about climate change serves as a fundamental requirement for establishing environmental stewardship among primary school students. The investigation compares climate change knowledge between Pakistani public and private primary schools by utilizing UNESCO's climate education framework together with Shulman's Pedagogical Content Knowledge (PCK). The research methodology combined quantitative and qualitative methods to analyze textbooks from the Punjab Textbook Board and Oxford University Press, gather survey data from teachers, and conduct structured interviews followed by statistical assessment. The research shows modest direct climate-related learning appears in both public and private school curricula with private schools achieving better results in teaching methods. The participating sectors demonstrate teaching difficulties because of insufficient training and complex material which strengthens the argument for educational development based on UNESCO principles as well as PCK best practices.

Subjects' selection for secondary school students is an important activity. This study investigated factors associated with subjects' selection of secondary level students. Objectives of the study were: finding out factors associated with subjects' selection of secondary school students and developing recommendations for appropriate subjects' selection. The design of the study was quantitative. The population was 30439 students. A sample of 380 was made through a simple random procedure.  A questionnaire was developed as a tool for collecting data. The tool was self-used for data collection, and the data were analyzed with mean scores and a test of chi-square. The factors associated with students' subject selection were found to be parents, guardians, teachers, and siblings. Students' personal characteristics and outcomes of careers were also associated with the selection of subjects. Career guidance facilities for subject selection were recommended. Further orientation seminars were needed at the beginning of new sessions to assist students in subject selection.

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.

Home-school connection is one of the key dimensions of interest to educational researchers. Home-school connection has not been researched well in the context of Pakistan. Therefore, this study aims to assess the causes of the lack of home-school connection in government-sector schools. This study has been conducted in Thana and Batkhela, Malakand Division, Khyber Pakhtunkhwa, Pakistan. This study is framed as a qualitative exploratory research design. Purposive and convenience sampling techniques have been utilised. Based on saturation, 13 interviews and an FGD were conducted. The sample size for FGD was 7. An interview guide was designed specifically for the current study. Thematic analysis has been used to analyse information, as suggested by Braun and Clark (2019). It is concluded that a multifaceted set of factors impacts home-school connection.  Parents tend to focus on involving their children in business and other professions, while avoiding preparing them for government and non-governmental jobs.