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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)

Agile leadership has emerged as a crucial facilitator of organizational adaptability and long-term sustainability in a time of great change and turbulence. The impact of agile leadership on adaptive performance and business sustainability is examined in this study, with a focus on the mediating functions of knowledge management, social, and dynamic capacities. Based on the firm's Resource-Based View (RBV), the study also investigates how organizational learning influences these connections. A time-lag survey was used to gather information from 100 heads working in Pakistani NGOs and private sector educational intuitions. The results demonstrate that agile leadership greatly improves corporate sustainability and adaptive performance. Furthermore, the key mediating processes through which agile leadership works are dynamic, social, and knowledge management skills. However, social capability was found a significant mediator in enhancing the business sustainability through agile leadership. By providing a nuanced framework that emphasizes how leadership agility, when bolstered by internal capabilities, can promote organizational resilience and lasting competitive advantage, this study increases theoretical knowledge. For educational leaders looking to use capability-driven and learning-oriented techniques to navigate complicated business contexts, the research has practical value.

Abstract This paper examines the determinants of Occupational Health and Safety (OHS) compliance among faculty and researchers conducting research and laboratory work in engineering universities in Pakistan, where individuals are exposed to hazardous materials, Scientific researchers-intensive protocols, and the cognitive pressure associated with academic study. The research discusses the relationship among the leadership styles, job strain, perceived organizational support (POS), and the safety climate on the impact of OHS compliance. A quantitative survey research design was adopted. These 300 faculty members and research personnel who works in scientific laboratories in the best-rated engineering universities situated in Islamabad, Lahore and Peshawar. The results indicate that all three variables namely, Effective leadership, POS, and good safety climate have a positive relation with OHS compliance and job strain is associated with OHS compliance negatively. The other hypothesis proposed and tested in the research is the mediation and moderation hypothesis: POS mediates the relationship between OHS compliance and job strain, and the leadership and safety climate has been discovered as the moderators of paramount importance. Leadership and organizational support is critical to the development of safety-oriented culture and the prevention of occupation strain in high-risk academic setting. Keywords: Occupational Health and Safety (OHS), Leadership Styles, Job Strain, Perceived Organizational Support (POS), Safety Compliance.