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In recent years, many PhD graduates in Pakistan have protested against the government due to the lack of job opportunities and it has received much attention in the academia. This study aimed to explore the experiences of unemployed Pakistani PhD graduates and attempts to investigate how the government addresses their situation. Twelve jobless PhD graduates (both male and female) participated and they were selected through snowball sampling. Employing qualitative approach, the researchers used open-ended questions in the form of semi-structured interviews to collect data. They used the Interpretative Phenomenological Analysis (IPA) approach to analyze the data in five stages, as outlined by Smith and Osborn (2008). The results revealed five main themes related to the experiences of unemployed PhD graduates: employment demand and supply, favoritism and politics, financial crisis and job mismatch, academic career requirements, and societal pressure and financial rights. Despite high hopes for a promising career, newly qualified PhD graduates struggled to find employment opportunities in Pakistan. The study reveals an imbalance between the demand for and supply of PhD graduates in the job market. This study is assumed to contribute to the existing literature and provides support mechanisms for jobless PhD graduates and policy-makers. Keywords: Higher Education, Demand and Supply, Academic Career, Interpretative Phenomenological Analysis (IPA) approach, Pakistan.

Pakistan is a country with a population of more than 100 million young people. The insightful channelization of the enormous energy owed by this young segment of society through the development of the right skills can effectively contribute to the rapid economic development of the country. An understanding of desires, aspirations, and motivations as well as the knowledge of challenges and limitations faced by these young people while planning for their career path is very important to create a conducive environment and facilitate the formulation of the right policies for these youngsters. The study is an effort to systematically explore various aspects involved in the decision-making process of urban youth in our society. The investigation of the role and effect of personnel, social, cultural, and economic factors as well as popular concepts in society about privileged professions is part of the research. By using a simple random sampling technique 05 universities out of 23 universities in Islamabad were selected and then by using a purposive sampling technique 400 respondents were accessed, however, the final responses got back from 270 accompanied by 67.5% response rate for the current study. A quantitative approach was applied to meet the study objectives by using a questionnaire as a study tool for university students in Islamabad-Pakistan. The findings of the study are likely to contribute to a better understanding of youth policymaking and support students to optimize career decisions in line with their personal motivations and societal goals. Keywords: Career choices, Career planning, Urban youth, Counseling, Financial support, Peers Encouragement, Job market.

Flipped Classroom Instruction is based on the concept of blended learning where students get familiar with the content at home and work on activities through it during class time. It helps to effectively use the class time for working on higher-order thinking skills. In this study, flipped classroom modules were developed for an undergraduate course. For one undergraduate course, eight modules were developed based on eight units of the course. Each module consisted of different sections depending upon the number and the nature of topics covered in each unit. Each section consisted of seven segments: learning outcomes, resources at home, scaffolding, class quiz, class activity, feedback, and further reading resources/task(s). The ‘learning resources at home’ which were used included chapters/pages from the reference books, YouTube/pre-recorded videos, class notes, and the website content. The class quiz and class activities were based on the pre-class readings (i.e., learning resources at home). The role expectations of teacher and students were clearly stated in class activity segment. There was a reflection form at the end of each section. After completing the modules, the responses of the students collected in the form of qualitative data were positive about various segments. They perceived that the modules helped them to understand and apply the course concepts. The challenges related to the student role in class tasks and the out-of-class readings were dealt by adding more clarity and practice time in class tasks and by providing instructional videos with subtitles. It is recommended to adopt the structure of flipped classroom module keeping in view the context, nature of the subject and the characteristics of the students. Keywords: Flipped Classroom (FC), blended learning, higher-order thinking skills, class routine, learning experiences, modules, instructional videos, teacher-student interaction

Curriculum development is the need of every society according to its philosophical needs. Peace in society is a basic need for human beings and their overall development. The study was designed to analyze peace education in the curriculum of ‘Educational Psychology’ at B.Ed. (Hons) Elementary 4 years. Qualitative research design for the study was adopted to achieve the research objectives. The curriculum approved of Educational Psychology for the 5th semester by the Higher Education Commission (Pakistan) in 2012 was analyzed. Braun and Clark recommended procedure in 2006 was adopted for content analysis. A tool was developed containing a list of all three aspects of peace education. The validation of the tool was ensured through experts’ opinions while reliability was established through Experts’ peer reliability process. Peace education themes were analyzed and further explained. Peace education has not been satisfactorily focused and the theme-wise analysis revealed that the frequency of peace knowledge themes addressed in the content were two out of nine (22%), peace values five out of 12 (41%) and peace skills three out of eight (37%). The unit-wise analysis revealed that two units out of five (40%) addressed peace knowledge while three out of five units (60%) addressed peace values and three out of five units (60%) were related to peace skills. It was concluded that a very small portion of the content addressed peace education and its subsidiary themes and recommended a review of the curriculum and giving an equal ratio to all themes in the content of Educational Psychology. Keywords: Castro and Galace Model of Peace Education, Educational Psychology curriculum, Content Analysis, Teacher Education, Higher Education Commission,

The massive lockdown prompted widespread concern and affected education worldwide during COVID19 pandemic. Universities in the majority of countries were closed as well, and teaching was shifted on online mode to ensure continuity of educational process. This condition expedited online teaching acceptance, forcing educational stakeholders to embrace this mode as an alternate choice. The extensive use of online teaching and learning has resulted in a substantial shift in education around the world. This transformation, however, has posed larger issues for developing countries, such as Pakistan, where impediments for both instructors and students are more obvious. Therefore, the main objective of this study was to identify the perceived impediments to online teaching that university teachers experienced. A quantitative survey research design was adopted to investigate the teachers’ experiences. An online survey was administered and total 160 teachers belong to different faculties at the University of Sargodha. To draw significant insights, chi square and multiple regression analysis was used. The study's findings revealed numerous important limitations encountered by teachers in the field of online teaching, such as insufficient faculty training for online instruction and assessment, technophobia, and lack of resources. In the light of these results, it was concluded that countering these impediments, in case of facing Covid-19 pandemic like situation, requires a holistic approach that includes both theoretical principles and practical support systems, like, improving teachers training programs and providing enough IT resources for successful online teaching process. Keywords: Post Covid-19, Online teaching, Attitude, Teachers’ training program, Pakistan, University