The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

This study investigates the role of digital technologies in enhancing student engagement in science education at the higher secondary level, focusing on institutions in Multan. Using a quantitative research design, data were collected from 203 students through a structured questionnaire based on a 5-point Likert scale. The results indicate that digital tools such as simulations, virtual labs, and multimedia resources significantly improve students' motivation, participation, and conceptual understanding. Female students demonstrated slightly higher engagement levels compared to males. A strong positive correlation was found between enabling factors and engagement (r = 0.60), while challenges showed a negative correlation (r = 0.42). The findings underscore the need for strategic investments in digital infrastructure, teacher training, and curriculum-aligned content. This research contributes to developing effective digital teaching strategies and provides actionable insights for educators and policymakers aiming to enhance science education through technology integration in secondary schools.

This research examines the effects of e-learning on academic performance and student engagement in universities. Through a quantitative approach, data were gathered from a sample of 200 students drawn from a population of 1,050. Descriptive statistical procedures, i.e., mean, standard deviation, frequencies, and percentages, were used together with inferential tests like ANOVA and regression to test the association among variables. The results confirm that a reliable internet connection, access to digital devices, and technical support significantly improve students' experience through online learning.  It suggests the integration of mixed-method studies with long-term designs in terms of developing a more complete profile of online courses of study. It also recommends that the use of good teaching practices, strong student support services, and equitable institutional policies should be embraced to enhance motivation and attainment. All these conclusions are essential to teachers and policymakers who aspire to get the most out of online learning.