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Higher education has undergone a transformation over the past decade, and online education is increasingly becoming an important part of academic education. The Covid-19 pandemic has accelerated this change and brought online higher education to the forefront. This article provides a conceptual analysis of online education from 2013 to the present, focusing on best practices in higher education. The current article traces the evolution of online higher education and highlights key milestones that reflect the impact of the pandemic. This thematic review identifies key elements of best practice in online higher education to scrutinize educational rethinking, technological innovation, and institutional adaptation. The research review reveals the need to redesign courses, increase student engagement, implement strong assessment strategies, and support diverse learning styles in virtual environments. The research reviewed in this article indicate that the development of policies that are appropriate for the new online higher education environment depends on faculty support and institutional alignment. Continuous rethinking is necessary to satisfy the changing demands of institutions and students, particularly in the field of online education in Pakistan. The article concludes with implication of the online digital education for the structuring and reimagining of education in the current era. Key Words: COVID-19, post-pandemic, online higher education, innovations, technology, digital accessibility, faculty development, equity, social justice

Digital media has optimistically impacted classroom process of buying and selling in general and students’ attainment in specific. However, the use of digitlamedia for teaching learning function in classroom has raised questions like how the use of digitalmedia influence lower order cognitive / thinking skills (LOTS), and if it has effect on LOTS, then how much? This experimental research was done to measure and gauge the impact of digital media on students’ LOT. For this the two schools from Peshawar city were selected. Intact classes were purposely assigned on the basis of their pre-test through pair random sampling into experimental and control. Teacher-made Physics achievement test (based on questions of lower order thinking skills) with reliability coefficient of 0.83 was used. Through the tools the data were collected and analysed at significant level alpha: α = 0.05. On the basis of post-test it was statistically concluded that digital media affected the performance of the students’ significantly in comparison to those who were taught through tradition based instruction. It was recommended on the basis of this research study that technology education should be integrated across the teacher education and in our instruction for the purpose of change in LOT achievement. Keywords: Effect, Digital media, teacher-made test, Performance in Physics, Traditional classroom, Digitalmedia based Classroom, Lower Order Thinking Skills (LOTS).

This study explored how online self-efficacy (confidence in navigating online learning) and self-regulation (managing learning goals) influence student satisfaction in a Pakistani online learning context. Using a survey research design with 300 university students, the research found that both self-efficacy and self-regulation positively predicted student satisfaction. Furthermore, instructor-learner interaction emerged as a potential mediating factor, suggesting that students with higher self-efficacy and self-regulation may be more likely to engage with instructors, leading to greater satisfaction. The study also revealed gender differences, with boys scoring higher in online self-efficacy and girls exhibiting stronger self-regulation skills. However, student satisfaction did not differ significantly by gender. The findings highlight the importance of fostering both self-efficacy and self-regulation skills among online learners and the potential benefits of promoting frequent interaction with instructors. Limitations and recommendations for future research are discussed. Keywords: Self-Regulation, Self, Efficacy, learning satisfaction, Interaction Satisfaction

The Internet has become an integral part of our daily lives, both personally and throughout our community. Technological solutions are no longer sufficient to ensure Internet safety. It is primarily accomplished by users practicing safe Internet usage. The Internet is an inexorable technology. However, during its brief history, it has generated numerous concerns over security and safety. Technological improvements are no longer sufficient to ensure internet safety. It is primarily accomplished through responsible internet usage by the user. A comprehensive analysis was undertaken to ascertain the significance of internet safety. This study examines the assessment of internet safety measures among university students. The population under study consisted of all students enrolled at the University of Education, Jauharabad Campus. The researcher employed a Multistage sampling technique to pick a total of 190 students from five different departments. Data collection was conducted using a self-developed questionnaire called the Knowledge and Attitude Internet Safety Survey (KAISS). Cronbach The instrument's alpha dependability was calculated to be .740. A clear differentiation was seen between male and female students regarding online safety precautions. The average achievement score indicated that there is no discernible disparity between male and female pupils considering the significance of the internet and the safety precautions associated with Google websites, Facebook, Twitter, and Gmail. Key Words: Safety Measure, Google website, Internet, Facebook, Twitter

This descriptive research study aimed to determine the relationship between students’ grit and their academic achievement at the secondary school level in, Pakistan. Using the multi-stage random sampling procedure, a sample of 798 students was chosen, of whom 400 were boys and 398 were girls. The data was collected using the Grit-O scale, created by Duckworth et al. (2007) while academic achievement score was obtained from the SSC Annual Examination by BISE Peshawar. The majority of the students displayed a high degree of grit. It was revealed that Students’ grit showed a significant and strong positive linear association with students’ achievement. Similarly, the students’ grit significantly, strongly predicted and favorably contributed to students’ achievement. There were some gender differences also found in the study and girl students had a higher degree of grit as compared to boy students. Teachers should use strategies to improve students’ grit for better academic achievement. Further, personalized strategies and interventions should be developed to address the unique needs of all the students regardless of gender. Keywords: Grit, Achievement, Secondary School level, Khyber Pakhtunkhwa Pakistan