The Knowledge

Article Title: The Angry Bakri (Goat) and the Shy Pari (Fairy): Deconstructing Gender and Behavioral Norms in Pakistani ECE Storytelling through Critical AI Literacy
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/86
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/86/129
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Authors
• Muhammad Mujtaba Haider: PhD Scholar/Visiting Lecturer, Institute of Education and Research, City Campus, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
• Syed Zeeshan Haider Bukhari: PhD Education Scholar, Institute of Education and Research, City Campus, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
• Bushra Jabin: PhD Education Scholar, Institute of Education and Research, City Campus, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
• Haleema Sadia: PSHT, Department of Elementary and Secondary Education, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.
• Dawood khan: PhD Education Scholar, Institute of Education and Research, City Campus, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan.

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Abstract:
A primary medium through which culture is transmitted is the narrative ecology of early childhood education (ECE), involved in implicitly inculcating society in the young psyche via cultural norms and values. The ecology is prolifically endowed with archetypes of the oral traditions, local folklore, and the modern media, where the obstinate Bakri (goat) is usually masculinized and corrected about her wrath, and the beautiful Pari (fairy) is usually romanticized as silent and delicate. The inductive incorporation of Artificial Intelligence (AI) with a specific focus on generative AI, conditioned on these already existing collections of corpora, is not a dialectic of nonexistence, but rather a powerful lubricant to the mass production and strengthening of these damagingly held stereotypes. The paper supposes the idea that technical integration is not the pressing condition to apply AI in Pakistani ECE, but rather the strong framework based on critical AI literacy that should be developed among the teacher body, curriculum planners, and policy makers. Leaving the Western-centrist idea of AI bias, the study is based on the socio-cultural setting of Pakistan to first systematize the existing gender and behavioral stereotypes in a selection of trendy children's stories, cartoons, and textbooks. The paper extends to suggest a revolutionized pedagogical model of training ECE practitioners. In this way, the creation results in the innovative model of the decolonization of early -learning AI in Pakistan. The framework encourages community-driven redesign, inclusion of marginalized voices, regional languages, and challenges patriarchal norms for AI-driven empowerment.

View of The Angry Bakri (Goat) and the Shy Pari (Fairy): Deconstructing Gender and Behavioral Norms in Pakistani ECE Storytelling through Critical AI Literacy

Article Title: Exploring Teachers’ Perceptions, Instructional Practices, and Challenges in Supporting Students with Learning Difficulties in Special Education
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/85
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/85/125
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Authors
• Muhammad Bilal Tahir: PhD Scholar, Department of Education, Superior University, Lahore, Punjab, Pakistan.
• Dr. Muhammad Moin: Associate Professor, Department of Education, Superior University, Lahore, Punjab, Pakistan.
• Dr. Muhammad Arif: Assistant Professor, Department of Education, Superior University, Lahore, Punjab, Pakistan.
• Dr. Mehlah Jabeen: Lecturer, Department of Educational Leadership and Management, The Islamia University of Bahawalpur, Bahawalpur, Punjab, Pakistan.

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Abstract:
The purpose of this study was to investigate teachers' perceptions, instructional practices, and perceived challenges in providing education to students with learning difficulties (LDs) in Institutes for Slow Learners (ISLs) in Punjab, Pakistan. The population for this study included 185 teachers, and a census sampling technique was used, with a sample of 160 teachers (86% of the population). A mixed-method cross-sectional survey design was used for this study. The results of this study showed that teachers reported positive attitudes towards differentiated instruction and inclusive pedagogies, but their instructional practices were mostly based on traditional methods, with a strong emphasis on rote learning. The most significant perceived challenges were a lack of professional training, assistive technology, resources, and an inflexible curriculum. The findings of this study show that while teachers hold positive views on inclusive and evidence-based practices, systemic factors like lack of resources and professional development opportunities were the primary challenges to implementing these practices. The study suggests that targeted professional development programs, resource provision, and collaborative teaching approaches could enhance instructional practices and promote better learning outcomes for students with LDs.

Article Title: Exploring the Darker Side of Motivation: A Qualitative Inquiry into English Learning Demotivators
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/81
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/81/123
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Authors
• Zahid Hussain Pathan: Assistant Professor, Department of Linguistics and Philology, University of Balochistan, Quetta, Balochistan, Pakistan.
• Irum Fatima: Assistant Professor, Department of English, Sardar Bahadur Khan Women’s University, Quetta, Balochistan, Pakistan.
• Muhammad Imran Bhatti: Assistant Professor, Department of Linguistics and Philology, University of Balochistan, Quetta, Balochistan, Pakistan.
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Abstract:
The present study was an attempt to explore potential demotivators that enervate students’ motivation in learning English. This qualitative study included a total number of twelve college students to garner their overall experiences in English learning. The data were collected through semi-structured interviews, which lasted 15 to 20 minutes each. The knowledge extracted from these interviews provided deep insight into the demotivation mechanism of Pakistani English learners. The recorded interviews were transcribed and organized for final analysis. The recordings were listened to and re-listened to ensure the authenticity of the transcriptions. To establish themes and sub-themes, the text was coded through thematic analysis to determine categories of demotivators. The steps suggested by Braun and Clarke (2006) were followed to analyse the data. The findings revealed that there were four major themes leading to students’ language learning demotivators: lack of interest, experiences of failure, characteristics of classes, and classroom environment. The emerged themes also complemented the findings on the causes of demotivation explored in different social and learning contexts. The implications of the study are also discussed.

Article Title: Integrating TBLT with Digital Tools: Impacts on Learners’ Oral Performance
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/77
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/77/122
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Authors
• Muhammad Saleem: PhD Scholar, Department of English, Air University, Islamabad, Pakistan.
• Dr. Hayat Ullah: Lecturer in English, The Fazlehaq College, Mardan, Khyber Pakhtunkhwa, Pakistan.
• Raeesa Khan: M.Phil. Scholar, Department of English, Abdul Wali Khan University Mardan, Khyber Pakhtunkhwa, Pakistan.
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Abstract:
Speaking proficiency is one of the most vital yet challenging skills for second language learners to master. Traditional methods often fall short in creating meaningful opportunities for authentic communication, which has led to growing interest in Task-Based Language Teaching (TBLT) as a way to foster oral performance. With the rise of digital technologies, TBLT can now be enriched through platforms such as Zoom, WhatsApp, Duolingo, and AI-powered applications. It offers learners more interactive and flexible practice. This study explores how integrating TBLT with digital tools influences English as a Foreign Language (EFL) learners’ speaking skills. Using a mixed-methods design, 60 intermediate learners engaged in digitally mediated tasks over eight weeks. Data were collected through pre-speaking tests and post-speaking tests, recordings, surveys, and semi-structured interviews. The results showed significant improvements in fluency, accuracy, and complexity, with fluency demonstrating the strongest gains. Learners also reported greater motivation, engagement, and confidence, alongside positive perceptions of digital TBLT. The findings suggest that blending TBLT with digital tools creates an effective, learner-centered approach to enhancing speaking skills in EFL contexts. The study further offers practical recommendations for teachers, curriculum designers, and policymakers to integrate digital resources into communicative task design.

Article Title: Integrating TBLT with Digital Tools: Impacts on Learners’ Oral Performance
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/77
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/77/122
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Authors:
• Muhammad Saleem: PhD Scholar, Department of English, Air University, Islamabad, Pakistan.
• Dr. Hayat Ullah: Lecturer in English, The Fazlehaq College, Mardan, Khyber Pakhtunkhwa, Pakistan.
• Raeesa Khan: M.Phil. Scholar, Department of English, Abdul Wali Khan University Mardan, Khyber Pakhtunkhwa, Pakistan.
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Abstract:
Speaking proficiency is one of the most vital yet challenging skills for second language learners to master. Traditional methods often fall short in creating meaningful opportunities for authentic communication, which has led to growing interest in Task-Based Language Teaching (TBLT) as a way to foster oral performance. With the rise of digital technologies, TBLT can now be enriched through platforms such as Zoom, WhatsApp, Duolingo, and AI-powered applications. It offers learners more interactive and flexible practice. This study explores how integrating TBLT with digital tools influences English as a Foreign Language (EFL) learners’ speaking skills. Using a mixed-methods design, 60 intermediate learners engaged in digitally mediated tasks over eight weeks. Data were collected through pre-speaking tests and post-speaking tests, recordings, surveys, and semi-structured interviews. The results showed significant improvements in fluency, accuracy, and complexity, with fluency demonstrating the strongest gains. Learners also reported greater motivation, engagement, and confidence, alongside positive perceptions of digital TBLT. The findings suggest that blending TBLT with digital tools creates an effective, learner-centered approach to enhancing speaking skills in EFL contexts. The study further offers practical recommendations for teachers, curriculum designers, and policymakers to integrate digital resources into communicative task design.

Article Title: Digital Citizenship and Mental Health: Impact of Screen Addiction and Online Behavior in University Life
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/79
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/79/120
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Authors
• Samra Ameer: PhD Scholar, Institute of Education & Research, Muslim Youth (MY) University, Islamabad, Pakistan.
• Prof. Dr. Malik Hukamdad: Director, Institute of Education &, Research, Muslim Youth (MY) University, Islamabad, Pakistan.

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Abstract:
In Pakistani universities educational environment digitizing rapidly in recent years, students rely on digital plate forms which are increasing day by day and they acquire quality education, social interactions, digital marketing and entertainment. This technology offers benefits in terms of access and convenience to it also contribute to grow mental health concerns especially the screen addition, anxiety, depression and disturbance in sleep cycle. These all cause of reduce of academic focus. This study explores the connection between digital citizenship and mental health of universities students in Pakistan. Quantitative descriptive correlational design was used in this research. Data was collected from the students across public and private universities using standardized tools such as digital citizenship scale, scree addiction scale and DASS-21. The study found a strong correlation between screen time and mental health outcome that is, more screen time, more poor mental health. Students lacked awareness of digital self-regulation and online responsibility. Security issue in digital citizenship in Pakistani Curricula is absent at higher level education. This study recommends digital citizenship, integration, training into academic program. The strategies are essential for fostering digitally responsible and psychologically and resilient student community in Pakistan higher education landscape.

Article Title: Investigating the Relationship Between Secondary School Students' Attitudes Toward Science and Their Classroom Engagement
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/76
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/76/102
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Authors
• Sadia Munawar: PhD (Education), Lahore College for Women University, Lahore, Punjab, Pakistan.
• Dr. Muhammad Jamil: Lecturer, Department of Education, Government College Women University, Sialkot, Punjab, Pakistan.
• Muhammad umar: M.Phil. Scholar (Educational Leadership and Policy Studies), University of Education, Lahore, Punjab, Pakistan.
• Dr. Muhammad Anwer: Associate Professor (Education), Division of Education, University of Education, Lahore, Punjab, Pakistan.
• Khubaib Ahmed: PhD Scholar (Educational Leadership and Policy Studies), University of Education, Lahore, Punjab, Pakistan.

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Abstract:
This study investigated the relationship between secondary school students' attitudes toward science and their classroom engagement. Employing a quantitative correlational design, data were collected from 200 randomly selected students enrolled in six secondary schools in Gujranwala, Pakistan. Standardized instruments measured students' attitudes toward science and their levels of classroom engagement. Descriptive statistics, independent samples t-tests, and Pearson's correlation analysis were applied to examine patterns and relationships. Findings revealed a strong positive correlation between attitudes toward science and classroom engagement, indicating that students with more favorable attitudes were more active, emotionally, and cognitively engaged in science learning. Gender-based analysis showed significant differences in favor of female students for both attitudes and engagement. The results highlight the reciprocal nature of attitudes and engagement, with each reinforcing the other. The study concludes that fostering positive attitudes toward science is a key strategy for enhancing engagement and, ultimately, science achievement. It recommends integrating attitude-enhancing interventions, such as inquiry-based activities, real-world applications, and supportive classroom environments, to sustain motivation and participation in science education. These insights can guide educators, curriculum developers, and policymakers in designing targeted strategies to improve science learning outcomes.

Article Title: Exploring the Contribution of School Councils and Community Engagement in Enhancing the Quality of Education in Punjab's Public Schools
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/74
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/74/101
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Authors
• Tajammal Abbas: M.Phil. Education Scholar, Institute of Education, University of Sargodha, Sargodha, Punjab, Pakistan.
• Dr. Muhammad Nadeem Anwar: Associate Professor, Institute of Education, University of Sargodha, Sargodha, Punjab, Pakistan.
• Dr. Asma Khizar: Assistant Professor, Institute of Education, University of Sargodha, Sargodha, Punjab, Pakistan.

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Abstract:
School Council plays a fundamental role in Public School Governance. Testing the practical implementation of School Council policy at ground level on enhancing quality of education through community participation, this quantitative study was designed to assess the effect of school councils on the quality of education in their schools and to find out how community participation hinders or improves the functions of the school council. The populations of study were members of school councils in District of Sargodha Punjab, Pakistan. 300 members (male and female) of school councils were selected through simple random sampling from population. A bilingual questioner was made through extensive literature review to collect data from members of school councils. Rejection of null hypothesis suggest that quality of education effected positively through school council and community participation in governance role of school and helped to achieve long term goals. This study proposed several strategies to enhance the efficacy and utility of school councils in the administration of Punjab's public schools. First, the duties and roles of school councils should be made public and clear so that there is no room for confusion. Council members and school staff also need to keep learning more about how to run schools, how to handle money, how to be a leader, and how to help new members with any problems they may have.

Article Title: The Role of Educational Leaders in Navigating AI Integration: Implications for Creativity and Critical Thinking
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/73
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/73/100
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Authors
• Tahira Yasmeen: Assistant Professor, School of Education, Minhaj University, Lahore, Punjab, Pakistan.

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Abstract:
The fast rate of growth of Artificial Intelligence (AI) in higher education has led to the disruption of all the normal practices within the academic sphere, and this leads to both challenges and opportunities among the institution's leadership. This review paper critically examines the question of the successful AI integration management by educational leaders and the preservation of crucial cognitive skills like creativity and critical thinking. Based on the existing leadership paradigms, such as the Transformational, Distributed, and the Technology-Organisation-Environment (TOE) framework, and new directions, such as Ethical Adaptive Leadership, the article integrates theoretical and empirical studies in order to consider the applied aspects of leadership, AI, and student cognition. It outlines some of the critical issues concerning the leaders, such as ethical issues, excessive automation, institutional readiness, and the threat of reduced student agency. The results reveal the necessity of implementing strategic leadership techniques supportive of responsible AI use, constant faculty enrichment, and balanced pedagogical strategies. The review ends with the conclusion that educational leaders need to take on a transformational and ethically-informed role to see that AI technologies improve rather than derail the intellectual and creative growth of students in the era of digitalization.

Article Title: Relationship between Self-Directed Learning and Academic Achievement among University Students: A Quantitative Analysis
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/72
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/72/98
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Authors
• Eman Javed: Research Scholar, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.
• Dr. Muhammad Naqeeb Ul Khalil Shaheen: Assistant Professor, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan
• Hajira Naqeeb: MS Scholar, Department of English, COMSATS, Wah Campus, Punjab, Pakistan.
• Hamid Azam: Visiting Lecturer, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.

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Abstract:
Self-directed learning is all about students taking charge of their own education. This means they set their own goals, look for resources, and keep track of how they're doing. This study aimed to explore how self-directed learning connects with the academic success of university students. The objectives of the study were to see how university students practice Self-directed learning, measure their academic success, and check out the links between the two. To tackle this, the study took a quantitative approach, using descriptive methods and survey to gather data. The research focused on all 1434 students at the University of Kotli. The researchers used a simple random sampling method to pick out a group of 310 students to participate. A self-developed questionnaire was developed, featuring 16 statements and utilizing a five-point Likert scale. The researchers personally collected the data after ensuring that the questionnaire was reliable and valid. Once the data was in, they analyzed it using mean, Pearson’s correlation, frequencies, and percentages, all with the help of SPSS software. Most students lack active control over their learning, rarely planning or adapting study methods, highlighting the need for guidance in developing effective self-directed learning and management skills for academic success. So, it’s suggested that students may put together clear plans to meet their learning goals. Teachers can play a crucial role here, helping students set those goals and break them down into smaller, manageable tasks.

Article Title: Relationship between Social Responsibility and Social Response of Students at University Level
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/71
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/71/99
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Authors
• Junaid Ali: Research Scholar, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.
• Khatiba Akhter: Lecturer, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.
• Dr. Muhammad Naqeeb Ul Khalil Shaheen: Assistant Professor, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.
• Sobia Yaseen: Lecturer, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan. Email:
• Sara Abid: Lecturer, Department of Education, University of Kotli, Azad Jammu and Kashmir, Pakistan.

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Abstract:
This study was conducted to find out the relationship between social responsibility and social response of students at the university level. The study was descriptive in nature, and a survey method was used for data collection. The population of the study consisted of 1374 university students of University of Kotli Azad Jammu and Kashmir. A simple random sampling technique was used to select a sample of 300 students. A five-point Likert scale questionnaire was developed to collect responses from students. A self-developed questionnaire validated by two experts was used in this research. Data were collected through direct visits to sampled students. Statistical Package for Social Sciences (SPSS) software version 22 was used for data analysis. Frequency, percentage, and mean scores, standard deviation and Pearson’s correlation were applied to analyze the data. The study found that the students do not educate themselves about diverse cultures, indicating a lack of interest in cultural education. This could impact their ability to interact in diverse environments or contribute to inclusive practices. The study also concluded that there is a strong and positive relationship between Social Responsibility and Social Response. To improve cultural education, university authorities may focus on awareness campaigns, integrating multiculturalism into curricula and training programs, and organizing interactive activities.

Article Title: Developing Critical Thinking Skill among Prospective Teachers at the Undergraduate Level: An Experimental Study
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Article Link: https://theknowledge.com.pk/index.php/tn/article/view/66
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Article PDF: https://theknowledge.com.pk/index.php/tn/article/view/66/94
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Authors
• Tanzela Bashir: PhD Scholar, Department of Education, The University of Lahore, Lahore, Punjab, Pakistan.
• Dr. Mehwish Gull: Assistant Professor, Department of Education, The University of Lahore, Lahore, Punjab, Pakistan.

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Abstract:
The present study aimed to develop critical thinking skills among prospective teachers at the undergraduate level. The present study was experimental in nature. The population of the present study consisted of all prospective teachers from the Department of Education at the University of Lahore. The study sample comprised eight students from the B.Ed. (Hons) Elementary 2nd semester. The experiment consisted of 16 weeks. The researcher used an A-B-A withdrawal design of single-subject research, which is an adaptation of the basic time series design. The experiment consisted of three phases: an initial baseline phase without treatment, a treatment phase introducing critical thinking strategies, and a withdrawal phase reverting to baseline conditions. Findings indicated that treatment significantly developed the critical thinking skills among prospective teachers at the undergraduate level. Moreover, visual analysis indicated the same results during the withdrawal phase. The present study recommends embedding critical thinking goals in all education courses, with emphasis on teaching, lesson planning, and assessment. Focus on developing critical thinking skills in students to analyse, evaluate, and synthesise ideas.