Journal of Education And Humanities Research (JEHR), University of Balochistan, Quetta

Rethinking Teacher Education: Why We Need Different Training for Different School Systems

Zualfiqar Ali — 2026-07-01

The lack of alignment between teacher education and the requirements of the labour market has been documented, however, dominant explanations are still caught within a flat ontology that defines the problem in terms of a lack of skills. Instead, this article critiques this narrative by analysing the Pakistan teacher education system as a critical realist perspective, based on empirical data from a qualitative study of the stratified private school market in Quetta. According to the analysis, the employability problem is neither a calibration mistake nor a purely structural issue; it is a structural impossibility because a monolithic and standardised curriculum trying to meet three fundamentally incompatible labour market segments. Technologically literate, performative – these are the schools that are looking for elite teachers; resilient, resourceful – the other schools; and embedded, with linguistic and cultural capital – the low-fee schools. These profiles are distinct from each other and no one graduate profile is unfit for employment in two or three of these market segments. The authors contend that the “national uniformity” of teacher education is an apparatus of epistemic injustice, which is designed to consistently create graduates who are theoretically knowledgeable but not practically prepared. The consequences are more than just for Pakistan; they are for any system of centralised education that finds itself in the face of highly polarised labour markets, where the generic graduate is an unlikely policy target.

Impact Of Teacher Training On Inclusive Practices

Muhammad Ihsan — 2026-07-01

The purpose of this study was to examine the impact of teacher training on inclusive practices in schools. A quantitative descriptive survey design was adopted. The study was conducted among school teachers, and a sample of 130 teachers was selected through Simple Random Sampling using L. R. Gay formula. Data were collected through a self-developed questionnaire of 15 items on a five-point Likert scale. The instrument showed excellent reliability with Cronbach's Alpha 0.91. Data were analyzed using SPSS-26 through frequencies, percentages, means, and standard deviations. Findings revealed that teacher training positively influences inclusive practices by improving understanding of diverse learners, classroom management, instructional strategies, confidence, curriculum adaptation, and support for special needs students. However, teachers still face challenges of limited practical training, inadequate resources, and insufficient institutional support. Teachers emphasized need for continuous, practice-oriented professional development. The study concludes that effective teacher training is essential for inclusive education and recommends strengthening pre-service and in-service training, increasing practical components, and providing adequate institutional support and resources for sustainable inclusive practices.

Research Malpractices Among M.Phil. Scholars in Quetta: A multiple Case Study

Sundus Anwar — 2026-07-01

Academic research is considered as the cornerstone of postgraduate studies and uncountable research studies are done per year at M.Phil. level in Pakistan every year. However, how ethically and honestly these studies are conducted are worth exploring. The purpose of this qualitative multiple case study was to identify the research malpractices from three public universities of Quetta City. The data were collected through interview and observation methods. Semi-structured interviews were conducted through purposive sampling from 40 participants (Supervisors and scholars) from all three public universities. The participant observation method was also employed. The transcribed interviews and field notes were analyzed through a thematic analysis approach. The data analysis revealed that variety of malpractices were being practiced by M.Phil. scholars such as getting purchased/prepared thesis or research papers, plagiarism, fake data, unethical friends and family support. On the other hand, laziness, lack of interest in research, lack of knowledge related to research and software, weak supervisory practices were the main reasons behind these malpractices. The recommendations provided a pathway for both researchers and supervisors to observe the malpractices and combated them.

Delegation Of Responsibilities As A Time-Management Strategy In The Administration Of Public Senior Secondary Schools In Kogi State, Nigeria

Abdussalam Jamiu Abdullah — 2026-07-01

Delegation is an important administrative strategy through which school principals distribute responsibilities, authority and resources to competent staff while retaining accountability for organizational outcomes. This study examined the application of delegation of responsibilities as a time-management strategy in the administration of public senior secondary schools in Kogi State, Nigeria. The study adopted a descriptive survey design and involved 333 respondents comprising 46 principals, 256 teachers and 31 Ministry of Education officials. Data were collected using the Application of Time Management Strategies to the Administration of Public Senior Secondary Schools Questionnaire (ATMSAPSSSQ). The delegation dimension consisted of ten items addressing timely delegation, communication, assignment according to staff ability, authority and resources, accountability, task completion limits and follow-up. Frequencies and percentages were used to describe responses, while one-way analysis of variance was used to test the hypothesis at the 0.05 level of significance. The findings showed generally positive perceptions of principals’ delegation practices. For example, 100% of principals and Ministry of Education officials and 97.7% of teachers agreed that principals delegated authority and responsibility at the appropriate time. The reported ANOVA statistic for delegation was F(2, 330) = 3.507. Recalculation of the corresponding probability gives p = .031, indicating a statistically significant difference among the three respondent groups. The study concludes that delegation is an important time-management practice, but effective delegation requires clear communication, competent assignment, adequate authority and resources, defined completion periods and accountability. The study recommends systematic training for principals on strategic delegation and follow-up mechanisms.

Access, Engagement, and Equity Challenges in AI-Driven Educational Tools: A Socio-Technical Analysis of Higher Education Students in Quetta, Balochistan

Shumaila Dad — 2026-07-01

Artificial intelligence (AI) is frequently proposed as a solution to the geographic and infrastructural barriers that constrain higher education in Balochistan, Pakistan's largest and least densely served province. Yet the promise of AI-driven educational tools is conditioned on students' actual access to reliable connectivity, devices, and linguistically appropriate systems, and on whether access translates into sustained engagement rather than superficial novelty. This study examines student engagement with AI-driven educational tools in Quetta, Balochistan, and interprets the results against the socio-technical literature on access, the digital divide, and equity in AI-enabled education. A quantitative, cross-sectional survey was administered to students at the University of Balochistan and BUITEMS. Using Cochran's (1977) formula for finite populations, a minimum sample of 196 was required from a population of 400; 220 questionnaires were distributed via simple random sampling, yielding 199 valid responses. A five-point Likert-scale Engagement subscale (Items 21–30), reverse-coded for a negatively phrased item, achieved a Cronbach's alpha of 0.759. Descriptive results indicated a positive mean engagement level (M = 3.77, SD = 0.63), confirmed by a one-sample t-test against the neutral midpoint, t(197) = 17.03, p < .001. A one-way ANOVA found no statistically significant gender difference in engagement, F(1, 196) = 0.20, p = .66. Despite this generally positive picture, engagement scores contained noticeable pockets of neutrality, which, read against the literature on linguistic barriers, connectivity gaps, and gendered access constraints in Balochistan, suggest that sustained engagement is not guaranteed by access alone. The study concludes that engagement with AI-driven educational tools in Balochistan is shaped as much by infrastructural and linguistic equity as by individual motivation, and that localized, offline-capable, and multilingual AI systems are necessary to convert access into durable engagement.