Journal of Educational Dynamics

The Role of Self-Compassion in Job Seeking Prospects and Challenges among University Graduates

Ansha Ishtiaq — 2026-06-24

Job seeking is an exhausting and strenuous process. Job seekers, especially fresh university graduates, face many challenges during this process, such as low confidence levels and anxiety or stress. The current study aims to explore the role of self-compassion in job-seeking prospects and challenges among university graduates. The total sample size was 335 university graduates from one private and one public sector university. A quantitative model was chosen for the current research. Data was collected through online questionnaires from graduates. The self-compassion scale by Neff and the self-structured job-seeking prospects and challenges scale were used for data collection. The findings demonstrate that there is a significant positive correlation between self-compassion and job-seeking prospects and challenges. A significant negative correlation was found between job-seeking challenges (subscale of job-seeking prospects and challenges) and self-compassion. This implies that university graduates who have higher self-compassion can cope better with job-seeking challenges. Social networks and job-seeking prospects (subscale of job-seeking prospects and challenges) had a significant positive correlation. The research illustrated that there is a difference between public and private university graduates because private university graduates have more polished hard and soft skills, as they do not have the issue of limited funding. It is concluded that self-compassion plays a safeguarding role in job-seeking prospects and challenges. Having social networks, soft and hard skills pose a prospect for university graduates in job seeking. The level of confidence and overall job-seeking process is a challenge for university graduates. Further research can introduce an intervention of self-compassion to better understand the role of self-compassion in an individual’s life, and focus on how and what kind of social networks are most helpful in job seeking.

Impact of Classroom Environment on the Development of Soft Skills among Public Girls’ High School Students

Dr. Munawwar Ahmed — 2026-06-24

Soft skills, such as communication, teamwork, and problem-solving, are needed to make students grow personally and become employable in the future. In some Pakistani schools, especially in Mianwali, Chashma and Bhakkar, the mode of classroom practice in most schools is still lecture-based and does not allow students to engage actively and learn new skills. Although the importance of soft skills has been increasingly highlighted, few studies have been conducted to study their development at the secondary school level in developing countries like Pakistan. This research, based on Classroom Environment Theory, examines how classroom environment is related to the development of soft skills by public high school girls. The research design was quantitative correlational, whereby the population was female students in their grades 9 and 10 in Punjab. Convenience sampling was used to select 401 students and the data were collected using a bilingual language (Urdu-English) questionnaire consisting of Classroom Environment Scale as well as Soft Skills Development Scale. The analysis in Pearson correlation and regression indicated the existence of a significant positive correlation with significant prediction of soft skills by classroom environment. The results reveal that interactive, inclusive and supportive classrooms help in developing 21st-century skills. It is suggested that schools should introduce teacher training, flexible classroom layouts, and incorporate soft skills in the evaluations.

Designing a University-Level Adult Pedagogy Framework to Cultivate Entrepreneurship Competencies in the Age of Artificial Intelligence

Muhammad Asim Attique — 2026-06-24

The study aims to design a university-level adult pedagogy framework for entrepreneurship competence development in the age of AI. Due to the growing complexity of developing competent learners for dynamic digital economies, it is not surprising that entrepreneurship education for adults is becoming increasingly relevant. It is further suggested that traditional pedagogy is not able to integrate practical skill development, independent learning and technology application together. This study investigates the development of a framework that harnesses artificial intelligence and autonomous learning to improve adult learners’ entrepreneurial knowledge, creativity, decision-making, and self-efficacy. The researcher employed qualitative research methods by using semi-structured interviews with 15 faculty members of the Education, Psychology, English, Urdu, and Mass Communication Departments at the University of Narowal. The data was analyzed through manual thematic analysis to identify key themes and sub-themes highlighting the effect of the framework on entrepreneurship competencies. The results of the study reveal that the framework proposed in this research could enhance learners’ practical skills in business planning and market analysis, stimulate creativity and innovation through experimentation and problem-solving, and improve self-efficacy and strategic decision-making. AI-powered simulations and digital applications will allow more personalized and adaptive learning experiences, while the autonomous learning preference is related to greater reflection, experimentation and applying skills independently. This study enhances the understanding of the inclusion of adult learning theory and experiential learning and social cognitive theory into higher education pedagogy. Essentially, it provides a framework for institutions to decide on ways of ensuring the competency of university members through AI-enhanced learner-centered strategies. According to the study, AI could connect theories to application-based learning, thereby providing a framework for competency-based adult learning in the digital age.

Relationship Between Students’ Reading Habits and Their Academic Achievement at University of The Punjab

Shumaila Aslam — 2026-06-24

A descriptive survey was conducted to investigate the correlation between reading habits and students’ academic achievement at the university level. The study was delimited to the students of the Faculty of Education, University of the Punjab. A sample of the study was 100 students of Master level. At the first stage, 5 programs (secondary, elementary, early childhood, research and assessment and Islamic) out of the 9 programs of the Institute of Education and Research and comparatively 1 program of the Department of Special Education were taken randomly. At the second stage, 50 students from IER and 50 students from the Department of Special Education, who had a CGPA 3.00 or above, were requested to fill the instrument & collected data were analyzed by statistical methods. The study found that there is no significant correlation between students’ reading habits and their academic achievement (r=.150, p=.137). It was also found that no significant correlation exists between the biological factor (r=.125, p=.215) and the environmental factor (r=.145, p=.149) as the reading habits of students and their academic achievement and the perception regarding reading habits of both departments (Institute of Education and Research and Department of Special Education) students was almost the same. Reading habit is an art that facilitates understanding the foundations of life.

Perceptions of teachers regarding Classroom Management Strategies and Student Behavior at Secondary Level

Abdul Malik Khan — 2026-06-24

Classroom Management Strategies refer to the techniques and practices teachers use to maintain an organized, disciplined, and engaging learning environment. These strategies help minimize disruptions and promote effective teaching and learning. The objective of the study is to analyze the perceptions of teachers regarding Classroom Management Strategies and Student Behavior at the secondary level. A quantitative approach guided this study, with data drawn from primary sources. The target population included all secondary schools both public and private across Kasur district. Data were collected using two adapted questionnaires; the validity of both instruments was established through expert opinions, and reliability was assessed via pilot testing. Data analysis was conducted using SPSS version 27, with descriptive statistics (mean and standard deviation) employed to address the study’s objectives. This study concludes that there is a strong, positive relationship between proactive classroom management and disciplined student behavior in Lahore’s higher secondary sector. Teachers are highly successful at creating "ordered" spaces through structured environments and positive reinforcement. Students, in turn, demonstrate a high level of reliability and respect for the academic process.

Challenges of Secondary School Science Teachers: A Pragmatic Perspective

Dr. Afifa Khanam — 2026-06-24

This study explored the challenges faced by secondary school science teachers in Lahore regarding instructional methodologies, qualification relevance, use of equipment, and professional development. Employing a mixed-method approach within the pragmatic paradigm, data were collected from 200 science teachers through a structured questionnaire and from 12 participants through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. Results revealed that most teachers possessed relevant qualifications and confidence in teaching science; however, they encountered significant obstacles related to limited laboratory resources, inadequate professional development, and administrative constraints. The lack of practical training, large class sizes, and insufficient access to modern teaching aids further restricted the implementation of inquiry-based learning. Qualitative findings confirmed that institutional support, resource provision, and sustained professional development are essential for improving instructional quality. The study concludes that the challenges faced by science teachers are largely organizational rather than individual and recommends ongoing, context-based professional development and better resource allocation. Addressing these issues will enhance science teaching effectiveness and foster scientific literacy among students at the secondary level.