Muhammad Moin’s scientific contributions

The current qualitative study focused on integrating 12 core life skills in secondary school Biology textbooks identified in the UNICEF MENA report (2017). The textbook was selected through purposive sampling, which was employed when choosing the textbook. The data analysis was done using qualitative content analysis facilitated through NVivo 14. The analysis revealed specific aspects of critical thinking, problem-solving, decision-making, and participation skills in different activities, questions, and practical work from the textbook analysis. Some concerns were that creativity and communication skills were neglected, although only a few activities were suggested to address these areas. Furthermore, no specific content and activities taught students about cooperation, negotiation, self-management, resilience, respect for human diversity, and empathy. The current study indicates that though the Biology textbook has some specific necessary life skills, there may be a gap in the coverage of the necessary life skills identified by UNICEF. As a result of the present research, it is suggested that textbook content should be matched to fundamental life skills to ensure positive outcomes in students' everyday lives. The information can be helpful in future textbook writing and updating to enhance the delivery of life skills education in secondary schools.

This study investigated the impact of teaching strategies on students’ self-esteem across various domains, including general, social, marital, and academic contexts. The research focused on 10th-grade students in Murree Tehsil, employing a sample of 300 students (150 boys, 150 girls) and 120 teachers. Using a self-developed instrument and the Coopersmith Self-Esteem Inventory, the study examined relationships between teaching strategies and self-esteem, considering gender differences. Results indicated that teaching strategies significantly predict students’ self-esteem, with all variable pairs showing significant correlations (p < 0.01). A t-test revealed significant gender-based differences in the relationship between teaching strategies and self-esteem (t = -1.341, p = 0.00). The study emphasizes the importance of positive reinforcement and constructive teacher feedback to enhance students’ self-esteem. These findings contribute to understanding how teaching methods can be optimized to support students’ self-esteem development across various life domains, offering practical implications for educators and policymakers in designing effective teaching approaches.

This research aimed to determine relationship amid incorporating conflict management strategies and the faculty performance of a higher education institution facilitated by the transactional leadership style as a mediator variable. A descriptive survey design was used. Sample of 200 instructors was obtained via multi-stage random sampling technique. In this regard, three instruments (Farooqi Organizational Conflict Management Strategy (FOCI), the faculty performance survey and the Multifactor Leadership Questionnaire (MLQ) were used in the study. Data were analyzed through AMOS. It was revealed that through implementing conflict management strategies in the institution, there is a direct impact on faculty performance. The results provide significant information in reaching the conclusion and making decision about research issues under consideration in the particular context. The research outcomes indicate that promoting the right conflict management and leadership behaviors in the higher learning faculty is dynamic for the higher performance of the individuals. There is a need for awareness about conflict-solving measures and encouraging constructive leadership.

This study explored teachers' views on psychophysical impact of learners on their cognitive development at secondary level in Khyber Pakhtunkhwa, Pakistan. Objectives were to examine psychophysical effects on academic performance, compare academic results with social behavior, investigate the importance of social behavior on academic performance, and suggest steps to improve cognitive development and social behavior. The study used descriptive survey methodology, collecting data from 15 randomly selected schools. A 25-item questionnaire was developed & administered to teachers. The sample included 90 students categorized as high, average, and below-average achievers from both science and arts. Data were analyzed using descriptive statistics. The findings indicate that psychophysical impact and cognitive development are interrelated, with social behavior influencing the academic performance to varying degrees across achievement levels. Similarly, study recommends a holistic approach to education that considers social and academic factors in promoting the student development towards desired success.

Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment & manage challenges faced by primary school teachers.

The classroom management in educational institutions comprises carrying out management strategies and goals while keeping students' progress in mind. Classroom management promotes interaction in both directions and reciprocal comprehension among students and teachers. This quantitative study examined the classroom management practices of the primary school teachers in Punjab, Pakistan, aiming to describe the importance of classroom management and to identify differences in practices based on gender and district. Thus, a sample of 300 teachers from Lahore and Multan districts was surveyed using a questionnaire. Data analysis involved t-tests and ANOVA. The findings revealed significant differences in practices between male and female teachers, with female teachers indicating more effective strategies. Additionally, teachers in Lahore exhibited better practices compared to those in Multan. No significant differences were found based on the teacher qualifications. The study concludes that effective classroom management is crucial for enhancing student learning & recommends professional growth for teachers, along with policy considerations for class size and technology integration.

The current study examined the representation of sustainability aspects in the English textbook for Grade XII by the Punjab Curriculum and Textbook Board, Lahore. Using Tavanti's (2010) Sustainability Framework, a qualitative content analysis facilitated by NVivo 12 software was used. According to the findings, a limited and indirect depiction of sustainability dimensions was explored. The environmental dimension needs to be addressed; the social aspect receives relatively more attention. The economic dimension is also discussed through a lesson; however, institutional, cultural, and value dimensions need to be added to the content. Generally, the analysis needs a more explicit and thorough incorporation of sustainability beliefs in the textbook. The findings emphasize the requirement for a more deliberate and complete incorporation of sustainability concepts through different dimensions, as per the global agenda regarding sustainable development.

The main purpose of the study was to learn about science education practices in both public and private schools and identify effective teaching practices in both sectors. To fulfil this purpose, a comparison between public teachers with private teachers and public students with private students was made. For this purpose, a random sample of 300 secondary school students and 80 teachers were selected to collect data. The selected teachers and students were given two rating scales as instruments to learn how to utilize teaching practices. The data were analyzed through the Statistical Package for Social Sciences (SPSS). To examine the gathered information, descriptive data analysis statistics and inferential statistics were used to diagnose the practices. Data analysis highlighted that male secondary school teachers in public and private schools needed to be successfully teaching science. The results led to the recommendation that all the teachers, particularly those employed by private institutions, should undergo refresher courses for effective science teaching practices training.

The primary objective of the study was to analyze the depiction of sustainability in the English textbook of grade eight based on Single National Curriculum (SNC), 2022. The study employed the Sustainability Framework of Marco Tavanti (2010) and qualitative content analysis through NVivo 12 with purposive sampling of the textbook. The findings reveal that sustainability is not the central theme of the textbook content, however, various dimensions of environmental, social, cultural, and values sustainability are being