The aim of this research study was a comparison between sustainability leadership practices of principals at HSS level. The research objectives of this research study were a) to investigate sustainability leadership practices of principals at Higher Secondary school level b) to compare the sustainability leadership practices of principals at Public and Private sector c) To analyze the gender based sustainability leadership practices of principals. Population of this research study was all the principals, all teachers of their schools in Punjab Province. Data were collected from 200 teachers. A self -developed questionnaire was utilized for data collection. Data analysis was done through mean, standard deviation and t. test. Research findings indicate that sustainability leadership practices of principals significantly enhance effective teaching and pedagogical skills of teachers in organizations and generate pleasant and friendly environment for holistic development of learners and all other teaching learning activities.

The rapid integration of artificial intelligence (AI) in all domains of society is reshaping the academic landscape, calling for a change in curriculum design and delivery. This systematic review investigates how the educational system is changing to adapt its curriculum to align with the opportunities and challenges created by AI technologies. The four primary theoretical frameworks include Constructivist Learning Theory, Technological Pedagogical Content Knowledge (TPACK), Digital Capital Theory, and the 21st-Century Skills Framework in the framework of AI education teaching, technical and equity dimensions. The results show that when AI promises personal education, administrative performance, and modern teaching methods, there are important gaps in curriculum education, the preparation of teachers, and moral integration. In combination with current global literature, this study provides valuable insights for teachers, policymakers, and curriculum designers in the AI-powered world.

This study investigates the readiness of public health systems to address CSDs in the context of accelerating environmental change. Specifically, it evaluates current preparedness strategies, identifies regional and systemic vulnerabilities, and assesses the statistical relationships between climatic variables and disease incidence. The central hypothesis is that climate-sensitive diseases are not only rising in incidence but are also geographically shifting due to changing environmental patterns, and current public health strategies are insufficiently adaptive or anticipatory. Using a mixed-methods approach with a primary emphasis on quantitative analysis, this study employs statistical modeling to examine longitudinal health and climate data across diverse geographic regions.

International efforts to protect biodiversity and ecosystems in the EU mainly center on the link between European Union (EU) law and environmental law. This study looks into the continued challenge of rules that differ among countries, which may affect the proper implementation of conservation policies in the EU. Even though environmental protection is covered by both the EU and its member states, matching rules sometimes make it difficult to know who should take action. This research aims to look at how environmental laws are incorporated in the laws of the EU, focusing especially on steps for harmonization to increase environmental protection. It looks at how EU directives, including the Habitats and Birds Directives, relate to the main goals in environmental policy. Based on a qualitative analysis, the research focuses on closely reading EU treaties, implementing guidelines, and case law, as well as comparing the results in several member countries.

The current study investigates social representation of characters in Pakistani children literature that is utilized within schools and specifically with the Punjab Textbook Board (PTB) textbooks in Grade 5-8. Utilizing an SFL, Interpersonal Meta-function as developed by Halliday, the study explores the issue of relationships, power and ideology of education as represented in any of the texts by linguistics choice. By establishing the method as Critical Discourse Analysis (CDA) and using pronouns, mood, and modality as analysis points, the study will seek to determine how language can construct or challenge dominant ideologies. Through qualitative analysis of selected texts, one examines character interactions to indicate patterns of who are included or marginalized representation, social groups, and power structures which were present. This study has its significance in various fields of education such as in the fields of curriculum engineering, linguistic analysis, and Discourse analysis.

The AI is transforming how countries learn by providing adaptable, data-driven learning experiences that respond to learners' cognitive states, behavioral patterns, and educational paths. This paper explores the convergence of AI and educational psychology, investigating how an AI-assisted learning system operationalizes recent psychological concepts, such as cognitive load theory, self-regulated learning (SRL), and Vygotsky's Zone of Proximal Development, to maximize the instructional process. Based on recent empirical data from meta-analyses and randomized controlled trials, this research reports that AI-supported learning significantly increases academic performance (cohensions d = 0.68, 95% CI [0.41, 0.95]) compared with traditional learning. Moreover, AI-personalized learning systems reduce additional cognitive load by 34 percent among learners with cognitive deficits. The evidence indicates that AI is useful for learning when it provides purposeful practice and profound thinking that align with learners' cognitive development.

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.