There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.

The study primarily aims to identify and analyze socio-cultural obstacles that prevent women from pursuing higher education in rural Quetta. It focuses on examining how women perceive the effectiveness of these barriers. This study utilized a qualitative research methodology to investigate the experiences of ten young female participants encountering socio-cultural obstacles that hindered their pursuit of higher education. The researchers conducted in-person interviews with participants using a semi-structured questionnaire, allowing for a full analysis of their experiences. The socio-cultural impediments examined include patriarchal culture, early marriages, priority for sons' education, co-education and male teachers, and social bias towards females. The findings indicate that although these obstacles exist, many young females do not view them as effective in discouraging their pursuit of higher education. This study highlights women's unfavorable situation in rural areas of Quetta, highlighting the need for more effective strategies to encourage women to pursue higher education.

The research analyzes digital literacy effects on Global South media audience behavior through an assessment of digital tools and proficiency levels on platform interactions. The 21st-century media environment underwent a substantial transformation due to digital technology advancements but this change still affects people differently. Countries in Africa, Latin America, and parts of Asia face unique challenges due to limited technology access, high data costs, and low digital literacy levels. This research centers on Kenya together with India and Brazil as its subject area through which investigators conducted interviews and distributed questionnaires to 600 participants. Observations demonstrate that people with advanced digital competency tend to activate social networking sites (SNS) with internet service and contrastingly inexperienced users depend on conventional media tools such as television and radio. The findings demonstrate how Global South countries need improved digital resources and awareness as a solution to close their digital divide.

Digital financial inclusion enables the integration of millions of underprivileged individuals into the financial system, making poverty alleviation increasingly achievable. In a developing country like Pakistan, which has a large unbanked population, this presents a significant opportunity for economic empowerment through mobile banking, digital wallets, and fintech innovations. These tools enhance financial participation by improving access to savings, credit, and financial literacy. This research highlights how digital financial inclusion can significantly contribute to poverty alleviation. However, key challenges remain, including limited digital infrastructure, gender disparities, cybersecurity risks, and low trust in digital systems. By examining both policy frameworks and grassroots initiatives, this study offers actionable insights into how these barriers can be addressed. It emphasizes that digital finance, when effectively implemented, can promote sustainable development and help bridge economic disparities in Pakistan’s rapidly evolving digital economy.

Generative AI is potentially efficient in the newsrooms, but raises concerns about the issue of credibility and trust. We evaluate its effect and the results of 600 articles each with a stratified content analysis of each production mode (human/AI-assisted/AI-generated) and with disclosure (none/minimal/rich) (1) to determine its effect on accuracy, sourcing, and correction latency; (2) a preregistered 3 × 3 experiment manipulating production mode and disclosure (none/minimal/rich) to determine its effect on perceived article credibility and brand trust. Higher error and hallucination rates and fewer named sources, and slower corrections of AI-generated items are demonstrated by content analysis. Minimal AI labels diminish credibility and trust experimentally, but rich, process-level disclosure, naming, editorial verification, and sources mitigate penalties of work assisted by AI. We give policy and legitimacy implications to the newsroom.

This research explores the state of digital literacy among Baluchistan-based journalists from the perspectives of globalization, localization and a hybrid media system, given the rapid changes across all walks of life. In this context, new technologies and technological determinism have also reshaped journalistic practices across all fields of work. A quantitative research methodology was applied to this study, and survey research methods were used for data collection. Data were collected from 100 Quetta Press Club journalists through random sampling. An online Google Form questionnaire was distributed via WhatsApp. Findings revealed a significant positive relationship between journalists’ educational qualifications and digital literacy, with higher educational attainment associated with significantly greater digital literacy scores. It was also found that the concentration in this field indicates that people drawn to the disciplines of communications might be more digital, or that, in fact, these disciplines manage to develop digital competencies.