Authors:
Urooj Fatima [1], Dr. Anila Fatima Shakil [2], Dr. Rabia Abdul Karim [3],
DOI: https://doi.org/10.37605/pjhssr.v8i2.1
DOI: https://doi.org/10.37605/pjhssr.v8i2.1
Abstract
Environmental sustainability has become a key consideration in today’s era and needs sincere actions towards its attainment. This study is conducted to apprehend this concern and addresses the necessity of adopting respective strategies to mitigate vastly deteriorating environment. Having considered this, it elucidates that inducting Environmental Education in the educational system is the chief element for this purpose. Therefore, through teachers’ perceptions, the study stresses upon the crucial roles of educators because they deliver appropriate knowledge precisely. It also accentuates the prosperity and advancements a protected environment provides to every milieu of the environment. Therefore, there is a dire need of introducing environmental education in Pakistan as there is a gap of knowledge regarding this in Pakistan’s secondary level educational system. For research conduction, a cross-sectional, qualitative approach is followed. The research sample is 150 teachers of secondary level (6 – 10) schools of North Karachi, selected through purposive sampling. Semi-structured, 4 interview questions are designed as research tool and the data is interpreted through Thematic Analysis. The analyzed data showed positive responses of respondents for the essentiality of educators’ role and they expressed willingness to induct environmental education as an entirely separate course for the optimal providence of awareness.
Authors:
Toaha Qureshi [1], Prof Dr. Rafaqat Ali [2],
DOI: https://doi.org/10.37605/pjhssr.v8i2.2
DOI: https://doi.org/10.37605/pjhssr.v8i2.2
Abstract
Religious mentoring, which is a fundamental aspect of the Socio-Religio-Academic Mentoring (SRAM) approach in the UK and is used to address the issue of violent extremism by encouraging moderate religious interpretations and interfaith discussion. This paper assesses the process and effectiveness of religious mentoring in the community-based SRAM model in the UK by Stockwell Green Community Services (SGCS), in collaboration with other Muslimled organisations such as the Khatme Nubuwwat Centre (KNC) and Ash-shahada housing association. Through the lens of qualitative data that we gathered with the help of interviews, focus groups, and secondary reports (e.g., SGCS evaluations), we examine how faith-practising professionals mentor the participants to refute the extremist misconceptions of such notions as jihad (20 NVivo references). Results reveal that religious mentoring helps to strengthen ideological resilience, minimise vulnerability to extremist discourses, and assists in deradicalisation as there was zero percent reoffending rate among participants. Teachings about Pakistan include the importance of religious education in madrassas and universities that is taught in a culturally sensitive way. The article adds value to the literature of CVE by highlighting the role of religious mentoring in community-based interventions.
Authors:
Muhammad Talal [1], Dr. Umar Riaz [2],
DOI: https://doi.org/10.37605/pjhssr.v8i2.3
DOI: https://doi.org/10.37605/pjhssr.v8i2.3
Abstract
The growth literature firmly establishes both foreign capital inflows and domestic institutional framework as crucial for long-run economic growth. Also, strong institutions are hypothesized as a critical transmission mechanism by enlarging a host country’s absorption capacity and thereby maximizing the growth benefits of foreign direct investment (FDI). This study seeks to empirically scrutinize how FDI and institutions affect growth, paying special attention to how institutional quality moderates the relation between FDI and growth. By making 5-years non-overlapping averages of the data from 1971 to 2023 for 31 Asian countries, a simple dynamic growth model is estimated via the System Generalized Method of Moments (GMM) estimator aiming to tackle potential endogeneity concerns. The findings explicate that albeit FDI and institutions individually happen significant in promoting growth but there happens no complementarity in both the factors in affecting growth. The policy suggestions stem out from these findings are that the policy makers focus should be on promoting FDI inflow and strengthening the institutions separately, and the later should not be viewed as significant moderator in the former nexus with the growth.
Authors:
Bargees Khattak [1], Dr. Sabeen Rahim [2],
DOI: https://doi.org/10.37605/pjhssr.v8i2.4
DOI: https://doi.org/10.37605/pjhssr.v8i2.4
Abstract
The main objective of the present study is to investigate the impact of religious educational program on inmates’ criminal thinking and moral development in Central Jail Peshawar. A time series research design was employed, and a sample of 100 inmates was selected, including newly incarcerated individuals as well as those who had been imprisoned for no more than six months. These inmates were enrolled in educational programs. Both male and female inmates, convicted of crimes such as murder, fraud, burglary, sexual assault, terrorism, and harassment, were included. The age range of the study participants was 25 to 50 years. Inmates with psychological or physical disorders, those below the age of 25, and inmates incarcerated for more than six months already involved in prior educational programs were omitted from the study. Data was collected using standardized instruments i-e the Psychological Inventory of Criminal Thinking Styles (Walters, 2006) and the Scale for Moral Development (Khanam & Iqbal, 2011). Religious education showed a negative but nonsignificant association with moral development (β = −0.302, p = 0.756), whereas vocational education demonstrated a positive and statistically significant relationship (β = 2.337, p = 0.065). Moral development increased significantly from Phase 1 to Phase 2 (β = 0.694, p < 0.001), while no significant difference was observed between Phase 1 and Phase 3 (β = 0.237, p = 0.115). Overall, the model was statistically significant (χ² = 28.154, p < 0.001), indicating that vocational education contributes positively to moral development, whereas religious education does not show a significant effect. Compared to other education programs, religious education (β = −3.08, p = 0.379) and vocational education (β = −4.017, p = 0.379) were negatively but not significantly associated with criminal thinking, suggesting only a w
Authors:
Farhat Noor [1], Shabana Noor [2], Dr.Irfan Ullah Khan [3],
DOI: https://doi.org/10.37605/pjhssr.v8i2.5
DOI: https://doi.org/10.37605/pjhssr.v8i2.5
Abstract
This study investigated the impact of disasters on students’ academic achievement in higher education institutions of Khyber Pakhtunkhwa (KPK). The research focused on how disasters disrupt learning, affect students’ performance, and create emotional and academic challenges. A mixed-methods design was used, including surveys and interviews with university students and staff. The findings showed that disasters caused interruptions in classes, limited access to learning resources, reduced use of technology, and increased stress among students. These factors negatively affected academic achievement. Although universities provided some support, it was not sufficient to meet students’ academic and psychological needs during and after disaster situations. The study highlights the need for stronger disaster preparedness plans, continuous academic support, mental health services, and improved digital facilities in higher education institutions. It recommends that policymakers and universities develop effective strategies to support students during future disasters.
Volume No. 08
Issue No. 02
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