The study focused on investigating the role of teachers' professionalism in mitigating aggressive behavior among university-level resilient students. The quantitative survey design was followed to conduct this study. The study sample consisted of 237 students with MPhil and PhD degrees (Edu). Three tools (The Brief Resilience Scale, the Aggression Questionnaire, and the Teachers Professionalism Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for data collection. Data were analyzed by utilizing descriptive (percentage, mean, standard deviation) and inferential statistics (Pearson correlation, and Hays Process macro mediation analysis model-4). Results revealed that university students were normally resilient and, there was a significant moderating role of the resilience of students on the relationship between teachers' professionalism and the aggressive behavior of students. The study indicates that university teachers necessitate more interventions to enhance the resilience of graduate students and decrease the level of aggression.

The study focused on elevating teachers' satisfaction: The impact of professional identity and psychological empowerment. A cross-sectional survey design with quantitative techniques was employed to conduct this study. The study sample consisted of 357 secondary school teachers, both male and female, from public high schools in Punjab, Pakistan. A stratified random sampling technique was applied for sample selection. Three adopted tools (The Career Satisfaction Scale, the Professional Identity Scale, and the Psychological Empowerment Scale) were used in this quantitative study to collect data. Tools were converted to Google Forms and disseminated for the collection of data. The data were analyzed by applying descriptive (percentage, mean, standard deviation) and inferential statistics(linear regression analysis). Results revealed a significant positive impact of professional identity and psychological empowerment on teachers' satisfaction. The study recommended that higher authorities may conduct training and conferences to enhance the level of professional identity, psychological empowerment, and teachers' satisfaction.

Education about climate change serves as a fundamental requirement for establishing environmental stewardship among primary school students. The investigation compares climate change knowledge between Pakistani public and private primary schools by utilizing UNESCO's climate education framework together with Shulman's Pedagogical Content Knowledge (PCK). The research methodology combined quantitative and qualitative methods to analyze textbooks from the Punjab Textbook Board and Oxford University Press, gather survey data from teachers, and conduct structured interviews followed by statistical assessment. The research shows modest direct climate-related learning appears in both public and private school curricula with private schools achieving better results in teaching methods. The participating sectors demonstrate teaching difficulties because of insufficient training and complex material which strengthens the argument for educational development based on UNESCO principles as well as PCK best practices.

The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.

Neoliberalism is an economic theory, ideology and philosophy that encourages free market, and promotes individuality over collective success. Coupled with globalization, it promotes education as a commodity which can be bought and sold for individual’s benefit. Moreover, its dominance in the field of education is so pervasive that people accept neoliberal models of education significant for the progress. A rich scholarship is available on the impact of neoliberalism on education; however, a limited research has been carried out to explore English teachers’ perceptions regarding the influence of neoliberalism on education. Thus, this paper bridges the gap by adopting qualitative approach. Data is collected through semi-structured interviews. The findings suggest that neoliberalism has transformed education into a commodity, and English teachers function as managers responsible to sell this commodity to generate revenue for the universities. The paper highlights the significance of raising awareness of critical thinking to question business-oriented educational reforms.