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.

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.