Aim and Scope

Pursuing doctoral studies is a challenging journey, and the higher education institutions where doctoral students are registered should support this endeavor. The present study aims to navigate doctoral students' journey of pursuing their studies in two different institutes when they had to migrate from one university to another for specific reasons. A phenomenological approach was employed to examine doctoral students’ lived experiences of migrating to another university. Eleven doctoral students were selected purposively and were approached for data collection through a semi-structured interview guide. Six doctoral students were from the field of studies in arts, social science, and language, and the remaining participants were studying in physical science disciplines for the last two semesters before they migrated to other universities. The data was analyzed following the steps given by Smith et al. (2009). After the analysis of the data, three themes were identified: migrating to another university, challenges and coping strategies, and expectations from the ‘new’ university. The findings show that doctoral students faced various academic, social, and financial problems in their first university, and they were not supported in integrating, keeping in view their academic and personal challenges. Thus, they had to migrate to other universities with ‘new’ expectations and hopes. The study has implications for the public and private sector universities, which are required to restructure their support system that may facilitate students in fulfilling their academic requirements and financial needs and allow them to integrate into the universities. Keywords: Financial needs, doctoral students, Phenomology study, support mechanism, academic integration.

Individuals develop their self-image based on others’ responses as well as their perception of how others see and judge them (Cooley, 1902). Cooley’s looking-glass self was applied on school education to determine whether teachers (as reflective mirrors) play a role in shaping students’ self-esteem and academic self-concept through positive feedback and academic support. This quantitative study was cross-sectional survey in design. All secondary-level students in Sargodha division were the total population of study. A sample of 400 students was drawn from Thesil Mianwali through multistage sampling. Data were collected through four self-developed scales with a total of 37 Likert scale items. The study found significant relationships between teachers’ positive feedback and support and students’ self-esteem and their academic self-concept. Additionally, students’ self-esteem played a mediating role in relationships between teachers’ positive feedback and students’ academic self-concept and teachers’ support and students’ academic self-concept. In conclusion, students who received positive feedback and support from teachers were more likely to develop self-esteem and academic self-concept. Moreover, students’ self-esteem was found important as it played a mediating role in strengthening students’ academic self-concept. Students’ increased academic self-concept may ultimately enhance their academic performance. Keywords: Charles Horton Cooley; looking-glass self; teacher’s feedback, academic support, self-esteem

Inclusive education promotes the integration of students with special needs alongside their peers in regular classrooms, fostering both social and academic development. While enrollment in mainstream schools is a foundational step, effective inclusion requires continuous monitoring, strategic planning, adequate resources, and dedicated support. This longitudinal study explored the impact of customized training programs on the integration of children with intellectual disabilities into mainstream schools. The study involved 15 students and employed both formal and informal assessments to evaluate individual progress. Each student was supported through a personalized Individualized Education Plan (IEP), tailored to their specific needs. Detailed performance outcomes were documented through case studies. Following a phase of pre-inclusive classes, most students demonstrated cognitive improvement and were successfully reintegrated into mainstream classrooms with improved behavioral control. Follow-up assessments were conducted post-integration to monitor long-term outcomes. This research highlights the effectiveness of modified instructional strategies and aims to inform both regular and special education teachers on best practices for facilitating inclusive education, ultimately supporting the full societal participation of students with intellectual disabilities. Keywords: Inclusive Education, Customized training, intellectually delayed children, ADHD, Zone of Proximal Development (ZPD)