Search results

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.

Inspired by the neoclassical economic theory and endogenous growth theories, where former studies suggest that the economic growth of a country can be observed through the combination of three factors. Those three factors include capital, the number of labour forces (human capital) and technology. This research was initiated to study the impact of technical and vocational education and training (TVET) sector on the socioeconomic and employment growth of TVET trainers in Pakistan, which is also supporting the Sustainable Development Goals (SDGs).

In this study, quantitative research methods and survey research design have been used. Data were collected using an adapted survey questionnaire from 520 participants. The participants of this study were TVET trainers from different skill-based organizations. Whereas, the collected data was analysed using SPSS 27.0, and the Spearman correlation was used to analyse the relationship and strength of association between the constructs.

Findings of this study indicate that the skill-based education through the TVET sector has a highly positive impact on TVET trainers’ employment, socioeconomic growth of vocational trainers and quality standards of living of the TVET trainers. Whereas, the findings also revealed that this skill-based education has a relatively weak relationship with the traditional content-based education as compared to other targeted variables in the skill development sector which influence the socioeconomic growth of the TVET trainers in Pakistan and similar contexts.

This study highlights that the TVET has a significant impact on the socioeconomic growth and development of TVET trainers in the context of Pakistan. From the results, international agencies, economists, politicians and policymakers in Pakistan will get some valuable insights to develop policies accordingly which will promote TVET in the country and make a significant contribution to the socioeconomic growth of TVET trainers in particular and the country in general.

This study also promotes the economical sustainability and value creation among vocational education trainers in TVET and skill-based organizations to further strengthen their professional development and growth in Pakistan.

This is one of the few studies which specifies the impact of the skilled-based education and training sector on the socioeconomic growth and development of TVET trainers in Pakistan, particularly in rural contexts or less privileged areas.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.

This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.

The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.

This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.

This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.

This paper holds considerable importance in the educational dynamics specifically ChatGPT as generative multimedia in English language writing pedagogy and presents a unique lens, as it uses a narrative literature review to view this cutting-edge topic. This paper compiles the knowledge and information already available regarding the views and integration of ChatGPT in English writing pedagogy. This review attempts to determine the potential that ChatGPT provides for improving pedagogical practices and facilitating individualized learning by looking at the experiences and viewpoints of educators. Simultaneously, it addresses the crucial challenges educators must overcome to optimize the advantages of artificial intelligence (AI) while preserving academic fairness and honesty. The ultimate goal of this paper is to offer a nuanced understanding of ChatGPT’s role in education, especially in English language writing pedagogy, educating researchers, teachers and policymakers on how to integrate generative multimedia successfully AI into teaching and learning and aiding in the creation of inclusive and more effective teaching strategies.

The review was done using a narrative approach by analyzing the latest international and national studies, research papers, blog posts, newspaper articles and documentaries, and by collecting the data, facts, figures and pictures. This narrative literature review approach provides a contextual understanding of how different English language teachers view ChatGPT in English writing pedagogy allowing for a comprehensive synthesis of data about its opportunities and challenges as well. It also helps in finding patterns and gaps in the body of knowledge, directing future studies and emphasizing areas that require more research, which is important for this new cutting-edge invention. The narrative approach, in contrast to systematic reviews, enables a detailed qualitative analysis that is necessary for delving into complex topics. This review offers useful insights into the prospects and practical challenges of integrating ChatGPT in English language writing pedagogy by concentrating on the experiences of teachers. The narrative literature review is a useful and relevant means of comprehending and using AI in educational settings since its ultimate goal is to synthesize current knowledge and provide practical recommendations for teachers, students, administrators and, last but not least, policymakers for the effective integration of ChatGPT as generative multimedia specifically in the English language writing pedagogy.

Grounded on findings, it is essential to mention here that ChatGPT holds immense value in terms of English language writing pedagogy. The findings deal with the three research questions: each research question has a main theme followed by sub-themes about the views of teachers on ChatGPT integration into English writing pedagogy, its benefits and, last but not least, challenges; however, very few traces of AI have been found in the early most downloaded Language learning apps, but ChatGPT covers it all with the features like personalized learning, contextually adaptable feedback, human-like conversational skills and preparation of standard tests, which make ChatGPT stand apart and stand tall in the race of new AI inventions. On the contrary, the paper identifies vital challenges associated with ChatGPT. First, there is a severe concern that students’ creativity may be at risk. Second, the concern of data privacy is a critical consideration. Finally, dealing with the trust issue of English language teachers regarding the use of ChatGPT for English language writing pedagogy and, last but not least, the paper also talks about low digital literacy as an additional challenge to integrating ChatGPT in educational settings. The incorporation of ChatGPT is not only a new trend but also a door to future AI wonders, so the education community needs to make the most of it.

The paper has broad implications that address multiple aspects of educational theory, practice, policy and future research when incorporating AI systems such as ChatGPT into English language writing pedagogy. The findings imply that ChatGPT can result in more dynamic and customized learning experiences, which has important implications for improving English language writing pedagogy with the integration of ChatGPT. AI can help teachers customize lessons to each student’s needs, which could increase student engagement in writing classes and improve learning results. Additionally, for the school administration and policymakers, the integration of ChatGPT depends upon access to smooth internet connection and other resources needed for effective learning of the students. Policymakers can develop policies as per the changing needs of the hour by providing professional development training to the teachers for the incorporation of AI inventions such as ChatGPT for English language writing pedagogy. Furthermore, the research also highlights significant ethical and policy issues, especially those dealing with academic integrity. Policies by the administration and teachers must be developed to stop students from misusing ChatGPT and to guarantee that AI tools are applied morally and responsibly in educational contexts because students can utilize the tool to complete assignments in an unethical manner.

This narrative literature review is unique as it provides insights into the new invention of OpenAI ChatGPT from the education perspective, specifically about the teaching of English language writing pedagogy, and offers some exciting revelations that have not been done previously.

This study delves into the significant impact of entrepreneurial leadership (EL), organizational innovation (OI) and competitive advantage (CA) on the sustainability of organizations in the Jordanian Islamic insurance sector. This study aims to unravel the intricate dynamics among these pivotal factors, highlighting their collective role in the sustained success and resilience of Islamic insurance companies in Jordan. By examining the synergistic interplay between EL, OI and CA, the research seeks to offer invaluable insights into cultivating a sustainable future for these institutions.

This study adopts a positivist, quantitative approach to investigate the relationships between EL, OI, CA and organizational sustainability (OS). Data collection was achieved through questionnaires in a cross-sectional analysis of these variables. Convenience sampling yielded 389 valid responses, an 81% response rate, ensuring a thorough understanding of the dynamics within this framework.

The findings from the study on Jordanian Islamic insurance companies highlight the critical role of EL in influencing organizational dynamics. The research establishes a positive relationship between EL and both OI and OS. Furthermore, it identifies a significant positive correlation between EL and CA, underscoring the importance of leadership in securing a competitive edge. This study also emphasizes the vital role of OI in bolstering OS and confirms that a strong CA enhances OS, reinforcing the interconnectivity of these essential organizational components.

This study provides important insights for professionals in the insurance sector, especially those within the Jordanian Islamic insurance industry. It emphasizes the crucial role of EL in fostering innovation, competitiveness and sustainability. By understanding the significance of EL, companies can adopt more dynamic and effective strategies in leadership, organizational development and strategic planning, thereby enhancing their overall performance and resilience.

By conceptualizing EL and OS as second-order constructs, this study seeks to provide a detailed understanding of how EL catalyzes OI, CA and sustainability in an organizational context. This approach contributes significantly to the broader discussion on EL and OS, particularly within the Arab region and specifically in Jordan, offering nuanced insights into their roles and interrelations in shaping organizational dynamics.

Leadership’s dark side has been on the rise, negatively affecting organizations. The phenomenon, however, is not as simple as it seems. Based on social exchange and conservation of resource theories, current research aims to explore the impact of psychological entitlement on despotic leadership, ultimately leading to instigated workplace incivility. Moreover, emotional exhaustion was tested as a mediator and Islamic work ethics as a moderator.

This study aims to examine the effect of dark side of leadership and for this, the survey approach was used to collect data from 402 bankers from Pakistan’s twin cities (Islamabad and Rawalpindi).

The results showed that psychological entitlement leads to despotism and despotic leaders become a reason for instigated workplace incivility. Results also showed that emotional exhaustion mediated, and Islamic work ethics moderated the relationship.

Bankers have a demanding job which is further exacerbated by despotic leaders feeling psychologically entitled and instigating employees toward uncivil behaviors as they experience emotional exhaustion. Despotic leaders need to be dealt with to reduce instigated incivility and Islamic work ethics can also aid in improving employee behavior.

Literature available on both antecedents and effects of the leadership’s dark side is limited, and this study strives to contribute by extending the literature available on psychological entitlement, despotic leadership and instigated workplace incivility relationships.

Work overload implies that there are excessive work demands that cannot be adequately fulfilled within the given deadlines. This research examines the effect of work overload on career outcomes, i.e. career satisfaction and occupational commitment through the mediating role of work frustration.

The data were collected from employees working in the schools of Punjab, Pakistan in three waves. Out of the total, 248 valid responses were analyzed by PROCESS model 4 using SPSS 24.

Based on affective event theory (AET) the results demonstrated that negative workplace events such as work overload create negative emotions like frustration at work and cause poor job outcomes (i.e. low satisfaction and commitment).

However, the outcomes should be interpreted in the light of single sector and time-lagged data tested on the mediation-only model.

The current study has implications for workload management in school staff to retain their career satisfaction and commitment.

This study has implications for society by offering to enhance the career outcomes of school staff that are prime institutions for socio-economic development.

This is one of the initial research studies that have examined the career-related outcomes of work overload based on AET via the mediating role of work frustration.

The relationships between transformational leadership (TL), organizational climate (OC) and project performance have been investigated by previous studies, but no review of existing studies has systematically analyzed the effects of TL and OC on project performance in the industrial revolution (IR) 5.0 era. Therefore, this study aims to conduct a systematic literature review on the effects of TL and OC on project performance in IR 5.0, and to identify mainstream research topics, research gaps and future research directions.

To do this, a total of 53 included journal articles were obtained after initially retrieving 648 documents from the Scopus database by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. It consists of four main steps, namely, identification of documents, screening, eligibility and included articles. In addition, science mapping analyses were conducted for keyword co-occurrence and document analyses, which aided in identifying the mainstream research topics, research gaps and future research directions.

The results report the annual publication trends, keywords and document analyses. Furthermore, a detailed qualitative discussion highlighted four mainstream research topics including TL in project management; the relationship between TL, OC and innovation; safety climate; and OC in project management. Moreover, this review study identified four research gaps and future research directions aligned with the mainstream research topics. They include: longitudinal investigations and multinational corporation surveys in TL; scope and longitudinal data in innovation; mono-method bias and universality of safety climate; and more comprehensive analyses of OC.

This review study would contribute to not only advancing the effects of TL and OC on project performance in IR 5.0, but also enabling project managers to understand TL or OC issues to improve project performance.

The breakout of the COVID-19 pandemic has forced governments all over the globe to bring radical changes to all walks of life. Strict lockdowns are not only adversely affecting the social, economic, and psychological wellbeing of individuals but also questioning the sustainability of most businesses. In wake of the current scenario, this study is aimed at exploring how the COVID-19 pandemic is influencing the sustainability of entrepreneurship particularly from a female perspective and further providing insights into the role of Islamic financial institutions in the sustainability of businesses during COVID-19.

This is a qualitative study that takes social constructivism approach to study the underlying phenomenon. Semi-structured interviews are conducted to collect primary data. Secondary data are also utilized in this study to theoretically define various concepts relating to entrepreneurial sustainability. The application of thematic analysis revealed various risks associated with sustainability. The interviews reveal the ground realities and tell us about the hardships being faced by the entrepreneurs due to ongoing crises. The participants of the study also shed light on the role of Islamic financial institutions during the pandemic.

The study results revealed that it may look impossible for women entrepreneurs to halt or avoid the adverse consequences of the pandemic; however, a few female entrepreneurs strived to guard their existing portfolios with the help of Islamic microfinance institutions. Whereas, several women, especially those running home-based businesses, lost their income streams. Despite these rapid challenges, most female entrepreneurs are working on inventive online systems to sustain their business activities during the crisis. Finally, guidelines are suggested which can help achieve sustainability of the entrepreneurial startups.

The outcomes of this study are expedient for funding agencies, government authorities and Islamic financial institutions as well as for non-government institutions to establish sustainable and broader policies for women to become successful entrepreneurs during severe disasters like COVID-19. Moreover, the study is a helpful tool for women entrepreneurs to avert the worst impact of the pandemic with the help of Islamic microfinance institutions. The themes of this study help generate realistic information to appraise the strategies to create facilitating business environments that drive the women to carry out the entrepreneurial activity during any crisis like the COVID-19.

The results of this study provide evidence that crisis can be anticipated up to some extent if entrepreneurs become able to take proactive decisions in case of expected or identifiable threats. The study may also help the women entrepreneurs to comprehend the serious consequences of the pandemic by shifting their mode of financing to Islamic finance. Although this pandemic is a cause of physical discomfort instead this research may encourage the female entrepreneurs not to lose heart, just find the potential opportunities for their home-based and small businesses and manage funding from the Islamic microfinance institutions.

The study adds to the existing literature on entrepreneurial sustainability with a particular focus on the role of Islamic microfinance institutions for women entrepreneurs' sustainability in Pakistan. Secondly, the study employs the entrepreneurial sustainability model (ESM) that, according to the best of our knowledge, has not been used by the researchers earlier to study the given research phenomenon. Thirdly, the study findings are expedient for funding agencies, government authorities and financial institutions as well as for non-government institutions to establish sustainable and broader policies for women to become successful entrepreneurs during disasters like COVID-19.