Journal of Educational Research and Social Sciences Review (JERSSR)

Understanding Reading and Writing Culture: A Study of School Teachers in Khyber Pakhtunkhwa

Dr. Muhammad Bilal — 2026-04-25

This study explores reading and culture among school teachers in Khyber Pakhtunkhwa (KP). The study specifically investigates whether teachers in KP province practice reading and writing and how this practice impacts their students. Using an interview guide, data were collected from 21 school teachers through in-depth interviews. These participants were recruited from 10 middle schools and 11 high schools. Data were analyzed using qualitative methods. It was the core theme that without developing a reading and writing culture among teachers, students would not become good readers and writers. The study suggests that the teachers' reading and writing habits did not meet the standards required of school teachers. This scenario is found to be weak, as it does not promote a reading and writing culture among middle and high school students.

A Review on Modern Teaching Methods at Secondary Level in Khyber Pakhtunkhwa

Ms. Saira Shereen — 2026-05-31

Modern education methods are an important component of educational reform, transforming the classroom from the teaching-centered model to the teaching model centered on students, activity and interaction. For secondary levels, particularly in Khyber Pakhtunkhwa, there is a need of teaching methods which foster conceptual understanding, critical thinking, creativity, communication, collaboration and problem-solving skills in students. This paper is a review of the concept and effectiveness of modern teaching approaches at secondary school. The study is restricted to modern teaching technique in secondary level in Khyber Pakhtunkhwa. The study is of a qualitative research design with literature review approach. The review results show that modern teaching methods (brainstorming, problem solving, inquiry teaching, cooperative learning, computer-assisted teaching, and technology-assisted teaching) can enhance students' learning engagement, motivation, knowledge, achievement, and practice. Their effectiveness relies on teacher training, availability of resources, classroom environment, students' readiness and support from the institution, however.

Self Deception in Financial Perception: The Illusion of Wealth

Anamal Fatima — 2026-06-03

This study explores self-deception in financial perception, specifically the illusion of being wealthier than one’s actual economic condition among college students in Pakistan. Exploratory qualitative research design was adopted. Non- probability sampling technique was adopted. Purposive sampling was preferred to collect information rich data. Semi-structured interviews were used as data collection tool with students from diverse socioeconomic backgrounds. Thematic analysis adapted. The findings reveal that perceived wealth is influenced by social comparison, cultural expectations, debt-financed consumption, and social media exposure rather than objective financial indicators. The study highlights the implications of self-deception for financial decision-making, savings behavior, and economic well-being. Financial misperception can explicitly affect academic engagement and repercussions. The research contributes to behavioral economics literature by providing context-specific perspectives from a developing economy.

The Connecting Classrooms Project: The Role of School Leadership in Implementing Education for Sustainable Development

Shameer Khokhar — 2026-06-15

Education for Sustainable Development is recognized as a fundamental component of Sustainable Development Goals, and its concept holds greater significance within Educational Systems. The effective implementation involves all stakeholders’ collective motivation and efforts. The school leadership plays a critical role to promote a sustainable school culture. This research study is based on the Connecting Classroom Project for Education for Sustainable Development. The purpose of this case study was to explore the role of school leadership in effective implementation of Connecting Classroom Project for ESD in private secondary schools in Karachi. The purposive sampling comprised 18 participants. The data were collected through in-depth face-to-face interviews. For thematic analysis, the study incorporated the coding process using transcribed data from audio recordings. The results indicated that school leadership is a crucial component in building and maintaining ESD practices. The best approaches found for successful implementation were collaborative, distributed and context-sensitive leadership approaches. In addition, curriculum integration, teacher capacity building, international cooperation, resources, monitoring mechanisms and institutional support were found to be important factors that impact the implementation of ESD. The study suggests that within the realm of ESD, these dimensions can be strengthened to enhance the effectiveness of ESD in schools and that they can help to create responsible, reflective and active citizens who can help to tackle local and global sustainability issues.