Affordable and sustainable access to water, sanitation and hygiene (WASH) is a key public health issue and focus of Sustainable Development Goals. Literature showed that households having prior knowledge and an acceptable attitude towards WASH practices have less number of diseases. The main objective of the study was to explore the level of respondents' knowledge, attitude and practices towards safe Water, Sanitation and Hygiene Conditions in South Punjab, Pakistan. The study was mixed-method research. SPSS also applied, and results demonstrate that there was very lack of knowledge about safe WASH practices; the majority of respondents have a traditional attitude. Whereas only 27.3% of respondents have always access to safe drinking water, 96% of respondents were not using any domestic water treatment method, 22.9% were defecating in the open, and the percentage of always handwashing with soap was found to only 29.6%. Social Mobilization programs along with government action to ensure safe WASH conditions are recommended.

This study investigates the mediating role of metacognition in the relationship between memorization and intelligence among students of secondary schools in South Punjab, Pakistan. Using a quantitative correlational design, data were collected from 393 students selected through stratified random sampling. A structured 50-item questionnaire measured metacognitive knowledge, regulation, memorization strategies, and intelligence. Reliability and validity were ensured through confirmatory factor analysis, while SPSS v.25 and SmartPLS v.4.0 were employed for analysis. Results revealed that metacognition was positively associated with both memorization and intelligence, and significantly mediated their relationship. Male students outperformed females in metacognitive knowledge and intelligence, though memorization showed no significant gender differences. The findings suggest that memorization provides the foundation of knowledge, but metacognitive regulation transforms it into meaningful application. The study recommends integrating metacognitive training into teaching and curricula to enhance reflective learning and foster higher-order thinking among secondary school learners.