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English is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.

Under the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.

The results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.

The findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.

The study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

This study explores the under-researched phenomenon of workplace bullying against women in male-dominated Pakistani society, highlighting its severe impacts and bridging the research gap on intersectional effects of gender and cultural dynamics in developing countries.

Using a mixed-method research approach, we conducted two-wave surveys with 308 female workers in Pakistan's educational and health sectors. Data analysis examined relationships between workplace bullying and job outcomes like productivity and satisfaction, complemented by insights from in-depth interviews with 18 female workers.

The study reveals that workplace bullying significantly undermines job productivity, increases emotional exhaustion mediated by job anxiety and decreases job satisfaction among female workers. Bullying persists due to weak institutions and inadequate law enforcement, with perceived social support found to be an insignificant moderator.

The study findings underscore the economic implications of workplace bullying, as it drives female workforce attrition, hindering economic development. The study recommends conflict resolution strategies, effective HR policies, national law enforcement and supportive social networks to combat bullying and create a conducive work environment.

This study aligns with the UN's SDG goals #5 (gender equality) and #8 (decent work and economic growth), addressing pertinent issues related to workplace bullying in pursuit of these global objectives.

This study represents a unique attempt to address the intersectional dynamics of gender and culture concerning workplace bullying in Pakistan.