In this multiple case study, the focus was on how teachers in the selected schools in Narowal cultivate values in their secondary school students. To attain a comprehensive understanding, twenty teachers were purposefully selected for interviews. Qualitative content analysis using NVivo 12 software was used to analyse the gathered data. The research found that these teachers employed diverse approaches to teaching values education. They incorporated storytelling, moral dilemmas, Islamic quotes, examples, activities, games, and projects into their practices. Furthermore, they aimed to foster a positive atmosphere in the classroom by endorsing respect, cooperation, tolerance, and empathy among students. However, the teachers felt hindered by several challenges. They highlighted time constraints due to curriculum overload, the presence of large class sizes, test-oriented educational systems, a diverse student population, and limited resources as factors impeding their effectiveness. Following these findings, it is recommended across society and administration levels that support should be provided to aid secondary school teachers in delivering effective values education.

The present research aimed to study quality control techniques used by secondary school teachers in district Lahore to improve educational outcomes. The link between quality control measures, secondary school teachers' performance, and target accomplishment was examined in particular. The study's sample was selected by convenient sampling technique and included 418 secondary school instructors from 200 secondary schools. Questionnaire QCMSSGA was adapted to collect data on quality control measures and secondary school goal achievement (QCMSSGA). It was found that the instrument has a coefficient of reliability ranging from 0.75 to 0.81. Analysis including frequency distribution and Pearson product-moment correlation. Secondary school pupils who received high-quality supervision and teacher evaluations were more likely to meet their objectives. Due to the reasons mentioned earlier, secondary school instructors were instructed to conduct more frequent, routine instructional monitoring and pay greater attention to teacher performance evaluations.

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.

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 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.

This research synthesizes available evidence between the years 2015 and 2025 on the effect of war-related stress on identity development in adolescents and young adults living in conflict-ridden areas and in refugee settings, including in the Middle East (Gaza, Syria) and Ukraine, as well as Israel and refugee camps worldwide. Using a secondary data analysis approach, thematic synthesis was performed across peer-reviewed studies, dissertations, and institutional reports focusing on young people aged 12-25, who were exposed to violence or forced migration. Findings show that chronic exposure to experiences of war leads to a significant increase in the development of post-traumatic stress disorder, anxiety, depression, and emotional dysregulation, which affects capacities that are essential for identity development. The study concludes on the proposition that identity development in youth affected by war, interacting with effects of trauma, sociocultural context, and resilience, is rather dynamic. Implications include providing culturally based, developmentally informed interventions.