Suchergebnisse

The peaceful coexistence among people is the key to a stable and progressing world. The focus of the study was to examine the desired and existing level of peace teaching practices at the university level. Convergent mixed methods design was considered best fit, using qualitative and quantitative methods. Respondents of the study were all administrators, the teachers, and BS students at the universities of Pakistan. Multistage sampling techniques were used for the selection of the respondents. Three instruments were used in this study; first and second instruments were self-developed questionnaires consisting of 50 items both for teachers and students used to collect quantitative data. The reliability of questionnaires was computed after pilot testing applying Cronbach's Alpha (0.92). The third instrument i.e. interview schedule consisted of (5) questions, was used to collect qualitative data. The analysis of data revealed that the desired level for peace teaching practices and its subsidiary values is significantly greater than the existing level of peace teaching practices. It leads to the conclusion that there is more need for teaching peace and its subsidiary values to university students. Higher Education Commission (HEC) of Pakistan may suggest a separate course on peace in its policy guidelines for the universities under its auspices.

The current study aimed to analyze prevailing notions and understanding of Madrassahs' heads, teachers, and students about on-going teaching practices of Sustainable Development Values (SDVs). It was done by analyzing the expectation and prevalence of teaching practices of SDVs. Diversified methods' approach was considered best appropriate, using an amalgamation of two methods known as qualitative and quantitative approaches. The population was all administrators, teachers, and students enrolled in Shahadat-ul-Alia and Shahadat-ul-Almia of the Madrassahs of the Punjab, Pakistan. The multistage sampling technique was used for the selection of the respondents. Three instruments were used: first and second instruments were self-developed questionnaires, consisting of 17 items both for teachers and students used to collect quantitative data. The third instrument which was a viable method known as interview schedule was used to gather qualitative data to triangulate the results obtained from the quantitative data. Moreover, it has been deducted from the given study that heads of departments, mentors, and learners of the Madrassahs consist of unanimous views that the expectations for teaching SDVs are significantly greater than the prevailing teaching practices of SDVs. It leads to the conclusion that there is a more need for teaching Sustainable Development Values to the Madrassah students.

The study focused on the development and validation of modules for teaching Human Rights (HRs). The researchers developed modules consisted of nine units, based on previous modules and literature. One group pre-test-post-test (pre-experimental) design was used to validate the module. A Self-reported 5-point Likert scale (22-item) was developed for pre- and post-test assessment. Forty-seven (47) final year students of BS education were pre-tested, 27 hours treatment was given to them through the teaching of Human Rights Values (HRVs) by using Modular Approach (MA), and again tested. Data were analyzed by applying a paired sample t-test. A significant difference was found in students' attitudes towards learning HRs before and after the treatment. The mean gain score of the learners was higher on the post-test as compared to that of on pre-test. Hence, it is concluded that the module for teaching HRs has been proved to be valid and effective. Higher Education Commission (HEC) of Pakistan may recommend a separate course on Human Rights Education (HRE) at BS level, based on MA. Special training to use this module and the assessment tool to university teachers may be arranged by either the local authorities at the universities or the National Academy of Higher Education (NAHE) by HEC Islamabad-Pakistan.