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In 2002, Pakistan made a notable advancement toward inclusive education by approving the national policy for people with disabilities (Durrani et al., 2017). This policy, advised by the Ministry of Women’s Development, Social Work, and Special Education, aimed to integrate students with special needs into mainstream schools, emphasizing the significance of inclusive learning environments (Ashfaq and Rana, 2015). Despite these efforts, the practical application of this policy in high schools has encountered numerous obstacles. Effective integration of students with special needs requires more than just policy implementation; it demands effective educational practices. Teachers are crucial in this process as they are the primary facilitators of learning and significantly influence these students’ academic and social adaptation. Administrative support is essential in fostering an environment conducive to including and adapting students with special needs. This study aims to investigate these dynamics in high schools, focusing on the role of teacher interactions and administrative frameworks in supporting or hindering the adaptation process for students with special needs. Understanding these relationships is crucial for identifying gaps, challenges and opportunities within the current educational system, thereby contributing to the development of more effective strategies for inclusive education in Pakistan.

This study used a correlational research strategy to investigate the effects of administrative and teacher support on the adaptation capabilities of high school students with special needs. The correlational design was chosen to explore the relationships between different types of support and students’ adaptation capabilities without manipulating any variables (Seeram, 2019). The study involved 230 participants, comprising 170 educators and 60 support staff. Stratified random sampling ensured that the sample represented various school types and experience levels (Sharma et al., 2017). This sampling method helps provide a more accurate and comprehensive understanding of the population under study. The demographic characteristics of the sample are summarized in Table 1. Participants were categorized based on sex, level of education, age and experience level to ensure a comprehensive understanding of the sample’s diversity.

This study reveals that teacher and administrative support significantly impact students’ adaptation capabilities. Teacher support emerged as a strong predictor (ß = 0.502, p < 0.001), highlighting its crucial role in enhancing students’ adaptability. Administrative support also showed a positive and significant effect (ß = 0.211, p < 0.001), and its interaction with teacher support (ß = 0.102, p < 0.001) suggests that administrative support amplifies the positive effects of teacher support. These findings underscore the importance of a holistic support system within schools. While teachers provide direct instructional support and foster an inclusive learning environment, administrative support ensures teachers have the necessary resources and institutional backing to support students effectively (Carter et al., 2022). The interaction between these forms of support suggests that administrative efforts to support teachers can significantly enhance the overall adaptation capabilities of students (Gibbs, 2023b).

Several limitations should be considered when interpreting the findings of this study. First, the data were collected using self-reported questionnaires, which may be subject to biases such as social desirability or recall bias. Second, the study’s cross-sectional design limits the ability to establish causality between the variables. Longitudinal studies would be beneficial in exploring the causal relationships between teacher and administrative support and students’ adaptation capabilities. In addition, the study was conducted within a specific context and population, which may limit the generalizability of the findings to other settings. Future research should aim to replicate this study in different educational contexts to validate and extend the findings.

The practical implications of these findings are significant. Schools should prioritize developing comprehensive support systems that include robust teacher support mechanisms and strong administrative backing. Professional development programs should focus on enhancing teachers’ skills in differentiated instruction, formative assessment and the use of technology in the classroom. Moreover, administrative policies should aim to provide continuous support for teachers through resources, training and collaborative opportunities. This dual approach ensures that teachers are well-equipped to address the diverse needs of students with special needs and that students receive consistent, high-quality support across their educational experience.

This study uniquely explores the combined effects of administrative and teacher support on the adaptation of high school students with special needs in mainstream education, highlighting the synergistic relationship between these support systems. Using a robust correlational design and stratified random sampling, it provides valuable insights into the dynamics of inclusive education within a Pakistani context. The findings emphasize the critical role of holistic support systems, offering practical implications for enhancing educational policies and practices. By addressing gaps in existing research, this study contributes significantly to the discourse on inclusive education and the development of effective support frameworks for special needs students.

The Technical Education and Vocational Training Authority (TEVTA) plays a crucial role in the socioeconomic development of a country. Still, it is often stigmatized as a secondary choice in the Global South. This study explored the interrelationships and impacts of factors such as family, school, and society on the perception and reputation of TEVTA.

By employing quantitative methods, the analysis focused on how family, society, and school support influence these perceptions and reputations within TEVTA programs. Social Cognitive Theory is the theoretical underpinning of this study, in which 350 students from 13 TEVTA institutes participated by filling out questionnaires. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and IBM SPSS 28.

This study indicates that family and societal influences significantly shape students' perceptions, confirming their pivotal role in enhancing the reputation of these programs. School support also emerged as a critical factor, significantly impacting students' perceptions but not directly influencing the programs' reputation. The analysis underscores the importance of understanding the sociocultural context to develop effective strategies for the TEVTA sector in Pakistan. This clear understanding is essential for developing effective strategies to improve the reputation of TEVTA programs in this setting. Moreover, this research offers policy suggestions to make vocational education more attractive and accessible to diverse students, ultimately contributing to the country's socioeconomic development.

This study applied Social Cognitive Theory (SCT) to explore how individual thoughts, environmental influences (such as family, school, and society), and behaviors interact within the context of TEVTA programs. This approach fills gaps in current research and offers a clearer understanding of what affects TEVTA's perception and reputation.

Although the research stream in the area of career plateau acknowledges its ramifications, yet investigation on how this phenomenon can be reduced is sparse. This study aims to address this gap by illuminating the role of proactive personality (PP) as a factor of minimizing plateau via playful work design (PWD), career adaptability (CA) and perceived work-life balance (PWLB).

A cross-sectional study design was applied and structural equation modelling was used to assess the hypothesized relationships among PP, CA, PWD, perceived work design and career plateau. A total of 338 employees from public and private universities were sampled from February 2020 to July 2020.

The results highlighted that CA mediated the relationship between PP and PWLB, as well as, PWD mediated the association between PP and PWLB. Further, the authors got support for both serial mediation paths i.e. PP, CA, PWLB and career plateau and PP, PWD, PWLB and career plateau.

The findings of this study provide much needed ways to overcome career plateau in the academic sector. Moreover, the use of multiple serial paths has enhanced the underlying factors of PP and career plateau nexus.

The purpose of this paper is to discuss positive spillovers of this project, especially for Pakistan because the majority of the literature discusses challenges associated with China-Pakistan Economic Corridor (CPEC).

This study reviews the available literature to assess the role of CPEC in the sustainable economic development of Pakistan.

This study indicates that CPEC is an ambitious development project because it needs a larger restructuring of the economy of Pakistan and it will be productive with the successful blend of policy changes and participation of the business community in Pakistan. This project primarily creates a huge amount of foreign direct investment for Pakistan, at the same time, it will also create greater trade opportunities to China by giving access to a new market for its trading goods.

This study established that CPEC will improve the economic growth and trade, enhance regional connectivity, overcome energy crises, develop infrastructure and establish people-to-people contacts in both the countries, which will further help to improve the tourism sector.

The purpose of this study is to examine the link between knowledge-oriented leadership (KOL) and organizational performance (OP) at Higher Education Institutions (HEIs) both directly and indirectly through service innovation and knowledge-sharing quality.

This research used Smart PLS 4.0 to model structural equations using a sample comprising 237 academic staff from HEIs in China.

According to the study data, KOL has a negligible direct influence on organizational performance. The link between KOL and OP, on the other hand, is entirely mediated by the quality of knowledge sharing quality and service innovation.

The study results validate universities' experience with KOL and propose ways for academics at higher education institutions to prioritize the quality of knowledge sharing and service innovation, which in turn helps organizations function better in a volatile environment.

Despite the growing relevance of knowledge-oriented leadership in higher education, little research has been conducted to examine the mediating impact of numerous factors in the link between KOL and OP. The present research examines the link between knowledge-oriented leadership, the quality of knowledge sharing, service innovation and the performance of higher education institutions. The current study scientifically investigates the link between KOL and OP and offers insight into the existing literature by examining the mediating role of KSQ and SI.

The study aims to describe the impact of supervisor’s and co-worker’s ostracism on the employee's responses (emotional, psychological and behavioral) through the mediation of employees' efficacy needs and relational needs. Moreover, psychological capital is treated as a moderator to handle the adverse responses of ostracized employees.

The study employed a three-wave quantitative research design to gather data from employees and their respective supervisors who belonged to various healthcare units (N = 510) using self-administered close-ended questionnaires. After that, SmartPLS software was used to analyze the data through a structured equation modeling (SEM) technique.

The empirical results of the study endorsed that ostracism adversely (negatively) affects employees' responses (comprised of emotional, behavioral and psychological). Moreover, the results revealed that employees' needs (efficacy and relational) mediate the relationship between ostracism experienced by employees (supervisor’ and co-workers’ ostracism) and their emotional, behavioral and psychological responses. In addition, it is also evidenced that employees' psychological capital improves the negative association between employees' needs and responses.

The literature in this domain is scarce, and the theoretical stance is weak due to the traditional approaches that are more concerned with the outcomes rather than analyzing the employee's conditional what they are going through. The present study enhances the knowledge of the transactional mode of coping and its application to ostracism in the workplace. The results of the current study may also support the practitioners in formulating interventions to foster a favorable workplace environment.

Currently, innovation performance (IP) and innovation quality (IQ) are essential intertwined constructs that help small- and medium-sized enterprises (SMEs) thrive in a competitive business environment and achieve long-term success and sustainability. This paper aims to examine the effect of top management knowledge values (TMKVs), knowledge-oriented culture (KOC) and rewards on IP and IQ through knowledge sharing.

The authors used a deductive cross-sectional data approach and a standardized questionnaire adopted from the literature to obtain responses from the employees of Egyptian manufacturing SMEs. The authors based this study’s findings on 316 usable samples by applying the purposive sampling technique.

Using structural equation modeling (SEM) with path analysis using SmartPLS4, the findings of this study demonstrate that TMKV positively affects IP but not IQ. On the one hand, the KOC and knowledge-sharing process (KSP) are positive enablers of IP and IQ. On the other hand, knowledge-based reward (KBR) has an insignificant effect on IP and IQ. Moreover, while KSP mediates TMKV’s and KOC’s connections with IP and IQ, it does not mediate KBR’s relationship with IP and IQ.

This study’s findings will help policymakers and planners create strategies through knowledge management to improve employees’ vision, commitment and dedication, culminating in a favourable impact on IP and IQ. These findings highlight the need to foster a knowledge-based culture that promotes communication networks, establishes trust and enables individuals to make decisions to enhance organizational success, IP and IQ.

In the case of a developing country, this study helps to fill the gaps by offering an integrated framework that simultaneously explores knowledge management enablers, IP and IQ.

This paper aims to explore the emerging trends of e-government in Pakistan with an empirical investigation of the e-government websites and the services they provide to the citizens of Pakistan. It also investigates the level of development of these e-government websites in the Punjab Web portal. The governments in Asian countries, including Pakistan, have been struggling to switch their services from traditional on-spot services to online services. Focal points of the study are development level of e-government websites, available e-services and quality.

The e-government Web portal of Punjab province with 38 websites is center of attention in present study. Website’s content analysis method is used to study e-government websites (N = 38) from the Punjab Web portal. It used the “Four-Stage Development Model” for the four stages, namely, “publishing”, “interacting”, “transacting” and “transforming”, to study the phenomena.

The findings showed that most of the websites on the Web portal were at the first (publishing) and second (interacting) stage of development. For the provision of effective online services, websites need to be on the third (transacting) and fourth (transforming) stage. Only a few websites in the Punjab Web portal were the on transacting and transforming stages providing a mature level of services. In total, 40 different types of services are identified in 38 websites of Punjab e-government Web portal.

E-government, Web portals are developed to give citizens a single, easy access point to several departments’ websites and their services. This baseline study recommends to update e-government websites periodically and put more focus on technological and contextual features to enhance the accessibility and usability of the websites.

This is first empirical study of e-government websites to explore their services and examine existing level of website development in this region.

In this study, we aim to investigate entrepreneurial intention (EI) among potential entrepreneurs who were students at Pakistan’s higher education institutes (HEIs) of technical and vocational education and training (TVET).

We used a quantitative and correlational method in this study, and we based its theoretical framework on the theory of planned behavior (TPB) and the entrepreneurial event model (EEM). We based this study’s findings on 367 samples collected from Pakistan’s HEI TVET students who were potential entrepreneurs.

By employing path analysis, the findings reveal that TPB constructs, such as personal attitudes (PA), subjective norms (SN) and perceived behavioral control (PBC), have a positive and significant effect on EI. The findings show, also, that EEM constructs, such as perceived desirability (PD), perceived feasibility (PF) and propensity to act (PT) are positive and significant predictors of EI. Moreover, self-efficacy (SE) and the quality of TVET (QTT) positively and significantly affect EI.

This study’s findings support the improvement of Pakistan’s HEIs in developing TVET to enhance individuals’ skills and, ultimately, to create employment and socioeconomic circumstances. They also assist Pakistan’s HEIs in developing EI among their TVET potential entrepreneurs to ensure that they are sufficiently equipped for the job markets.

This study’s findings empirically confirm that TPB, EEM, SE and the QTT provide an integrated path for Pakistan’s entrepreneurs.

At present, the adoption of cryptocurrency investment has brought consideration to the globe. The present paper attempts to investigate the intention to adopt cryptocurrency (IACR) among the potential investors of Pakistan.

The theory of planned behavior (TPB) is applied to underpin the conceptual framework. The study uses a quantitative approach. The study collects cross-sectional data through an online survey questionnaire. In the last, the authors utilized 334 samples for outcomes.

Findings of the SEM reveal a significant positive effect of attitude, subjective norms (SNs), perceived behavioral control (PBC) and trust on IACR.

The outcomes of an investigation would develop further intention and trust towards cryptocurrency adoption. The results would support developing favorable policies regarding the reduction of the ban on cryptocurrency in Pakistan to make easier transactions of the investors further. Possibly, it brings several opportunities in all segments of society in making the digital transaction modes through cryptocurrency. Finally, the findings would further validate the TPB in the context of cryptocurrency.

The study provides a better understanding of cryptocurrency and investors IACR. The empirical evidence further develops the other individuals' intentions towards cryptocurrency usage.