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This qualitative study aimed to explore digital literacy and learning, the university support services particularly in the form of supervisory and peer support offered by a public sector distance learning university in Pakistan. Data were collected involving 16 semi-structured interviews and 3 focus group discussions (FGDs) allowing a total of 25 doctoral students enrolled in a distance education program in different semesters to participate in the study after selecting them through snowball sampling. Thematic Analysis was utilized to examine the collected data. Inductively coded data emerged into themes including digital literacy, supervisory support, and peer support indicating that distance learners encountered several challenges due to insufficient support services in the University. To address these challenges, it is recommended that policymakers should implement a university monitoring dashboard, provide digital literacy training for both students and supervisors and ensure full-time access to the university's digital library. It is anticipated that this study will significantly contribute to the existing literature by aiding in the development of digital literacy skills programs and a support mechanism for doctoral distance learners. Keywords: Distance learning, supervisory support, digital literacy, peer support, phenomenology.

During the last two decades or so, the use of technology has grown exponentially throughout the globe. In line with this trend, the use of technology in educational settings has become more prevalent, and it is very important to understand students’ attitudes towards technology and its usage in higher education. This research, therefore, investigates university students’ attitudes towards technology and their internet usage in Pakistan, focusing on their technophile versus technophobe tendencies. For this study, a survey-based descriptive and correlational research design was employed among 613 undergraduate students from three public sector universities in Multan. Data were collected through reliable and valid questionnaire adapted from Dudeney and Hockly (2007). The key findings of this research revealed that students generally exhibit more positive attitudes towards technology, especially for educational purposes. Internet use for educational activities, such as for gathering information and for completing assignments, was more frequent among students than for non-educational purposes. Furthermore, significant gender differences were observed, with male students showed more positive attitudes toward technology, but both genders displayed similar patterns for educational use. Likewise, although living arrangements and urban-rural backgrounds also influence learning-oriented attitudes of students towards technology but it did not significantly impact broader technological use views. These insights suggest that educational institutions should ensure that technological resources are accessible to all students. Likewise, enhancing digital literacy and focusing on practical applications of technology in learning environments can bridge existing gaps and foster a more inclusive educational experience for students. Keywords: Technophile, technophobe, university students, internet usage, Pakistan.

Online education has seen significant changes over the past few years. Online learning involves multiple interactions, such as the learner himself, the learner to the learner, the instructor, and the learning material.The study was intended to analyse the self-perceived students’ satisfaction about online learning experiences at university level. The data were collected from 110 university students enrolled in two public sector universities situated in District Rahim Yar Khan. A self-developed questionnaire was used to collect the data. Mean, standard deviation and one samples t-test was applied for analysis of the data. It was concluded that the level of students’ perception about online learning experiences was medium. The university students were not highly satisfied regarding teacher, peers, assessment and feedback; and availability of online learning resources. Moreover the perceived satisfaction level of university students was lesser than that of maximum level. It also indicated that the students were not satisfied with online learning experiences. This study may be helpful for university authorities, faculty members, parents and students regarding students learning experiences Keywords: Online Learning Experiences, University Students, Online Education

The current research endeavor presented a critical analysis of the English question papers from the Federal Board of Intermediate and Secondary Education (FBISE) for Grade-X, specifically focusing on the years 2023 and 2024. The objectives of the study were: (i).to assess the cognitive levels of the items of SSC-II, English Question papers, conducted by FBISE Islamabad in the year 2023 and 2024, (ii) to analyse the order of thinking of items of SSC-II, English Question papers, administered by the FBISE, Islamabad in the year 2023 and 2024 by using the framework of the cognitive domain of Bloom’s taxonomy, (iii). to compare both the question papers 2023 and 2024 to identify significant improvements if any in the, 2024 compared to English Question paper 2023. Utilizing Bloom's Taxonomy as a framework, the study investigated the cognitive levels of questions to assess their alignment with higher-order thinking skills (HOTS) essential for contemporary education. The methodology involved a quantitative analysis of question papers, further a checklist was used to mark the items against corresponding cognitive levels of Bloom’s Taxonomy after understanding the connotation and denotation meaning of action verb used in each item. The cognitive level of each item was determined based on Bloom's Taxonomy (BT). The study also identified the areas for improvement. Findings revealed a predominance of lower order thinking skills (LOTS) in the question items, indicating a need for reform in question design to foster critical thinking and analytical abilities among students. The study concluded with recommendations aimed at enhancing the quality of paper designing, developing and setting. In addition, a portion of higher order thinking needs to be renationalized and increased at an appropriate level and the assessment should be aligned with 21st-century skills and educational standards. Keywords: English Question Paper, Bloom's Taxonomy, Cognitive domain, Higher-order thinking skills (HOTS), Lower-order thinking skills (LOTS)

Online higher education in Pakistan is crucial for the country’s social and economic progress by developing skilled professionals and fostering research.This study investigates how institutional efficiency and online leadership practices influence student achievement in virtual university environments. Surveying 400 students from public and private institutions, the research highlights that universities with clear missions, strategic planning, and effective resource use see better academic performance, student satisfaction, and graduation rates. Transformational leadership, faculty autonomy, and student support systems virtual academic advising are key drivers of success. Findings emphasize the need for higher education institutions to enhance their online leadership strategies and institutional capabilities to ensure improved student outcomes in the digital era. Keywords: Educational Effectiveness, Educational Leadership, Student's Outcomes, Higher online Education, Educational Policies.