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The purpose of this empirical study is to examine prospective teachers' international mindedness and intercultural competence, grounded in sociocultural theory. The research aims to understand the factors that foster these traits in prospective teachers and their significance in promoting competence in culturally diverse environments.

The study utilized structured equation modeling with maximum likelihood estimation to analyze data from 425 participants of two higher education institutions. The participants were selected through simple random probability sampling. This methodology allowed the researchers to explore the relationship between international mindedness and intercultural competence in prospective teachers.

The results of the study demonstrated a positive correlation between international mindedness and intercultural competence in prospective teachers. The findings suggest that by cultivating international mindedness, educators can enhance their intercultural competence, thereby fostering more effective interactions in diverse settings.

The present research holds practical implications for teacher education programs and higher education institutions. By understanding how international mindedness impacts intercultural competence, educators can implement targeted interventions and training to nurture these traits among prospective teachers. This can lead to the creation of culturally inclusive learning environments, promoting mutual respect and appreciation of diversity among students.

The originality of this study lies in its investigation of the link between international mindedness and intercultural competence in the context of prospective teachers enrolled in B.Ed. program in higher education institution. By establishing a causal relationship between these traits, the research adds to the understanding of how teachers can be prepared to engage effectively in culturally diverse classrooms. The findings hold value for educators and policymakers seeking to improve teaching practices and foster global citizenship among future educators and their students.

This study aims to investigate the relationship between workplace spirituality (WPS) and faculty critical thinking (CT) and the mediating effect of knowledge management (KM) among faculty at public universities.

The study employed a quantitative, cross-sectional research design to attain the objective. Using simple random sampling, the data were collected from 295 faculty members working in public universities in Sindh, Pakistan. The hypothesized relationships were tested using structural equation modeling (SEM) based on covariance and mediation analysis was conducted using Preacher and Haye’s (2008) approach.

Findings revealed a significant positive association between WPS, KM and faculty CT. In addition, the results indicated that KM played a partial mediating role in the relationship between WPS and CT.

Encouraging WPS can cultivate an environment of transparency, teamwork and knowledge exchange, promoting and enhancing faculty CT abilities.

Rare research exists regarding the connections between WPS, KM and CT in the Pakistani higher education system.

Pakistan's present war against extremists has many folds and sheds. The country's initial participation in the Afghan War in 1979 later gave birth to different extremist trends in the country. State patronage of the extremist Wahabi Islamists during the Afghan jihad opened another conflict in Pakistan, and things became more complicated. The combination of external and internal factors gave birth to the worst kind of conflict, which now has not only become dangerous for the country's own existence but also a major threat for global peace. The Afghan jihad initially started as a war against Soviet occupation and later became the hub of global jihad-war against infidels.

This chapter analyzes how external factors promoted internal contradictions in Pakistan due to which the country became not only an exporter of jihadis for the world but also the worst kind of sectarian conflicts, including. Shia–Sunni, Deobandi–Wahabi clashes, entered into in the past two decades. Such a strong link exists with Pakistan's official support to global jihad. Draft sectarian groups now head to head with their opponents have killed thousands of members of rival sectors, have strong support from external sympathizers, and have spread in the country. The well planned terrorist activities of these groups reflect the fact that support to these groups in the past is now leading to a severe crisis in Pakistan. The nexuses of these indigenous extremists like Lashkar-e-Jhangvi, Lashkar-e-Taiba, Tehrik-e-Taliban Pakistan, and Hizb-ul-Mujahideen with external terrorist organizations like Al-Qaeda, the Taliban, and Islamic Movement of Uzbekistan of Tahir Yuldasher Chechen Guerilla War has led to several bloody clashes in the country and outside.

The aim of this study is to provide an insight to international readers into the perspective of doctoral level research in Pakistan. The factors which led to the start of this program and difficulties encountered in this regard at different universities are discussed.

The study is mainly based on review of the literature. Research theses approved at MPhil and PhD level are evaluated. Some information collected from Library and Information Science (LIS) schools through personal communication is also provided.

The problems that did not allow success in the doctoral programs in LIS were: lack of encouragement by seniors in a real sense; low esteem for indigenous PhD degree in the eyes of fellow professionals; little or no impact of early recipients of the degree on profession; and non‐availability of financial assistance to the prospective candidates. Of the findings mention is made of: no fixed criteria for admission; the research topics do not concern the problems; and absence of proper supervision/guidance resulting in poor quality of thesis in most cases. Suggestions include: formation of a high level committee comprising senior library educators under the Higher Education Commission to work out problems and streamline the process; maintenance of close links with library schools in other countries, particularly in the English speaking world, which are interested in global librarianship.

This paper is the only evaluation of postmaster level LIS education in Pakistan. The findings are useful for planners of LIS education at postmaster level in Pakistan as well as in other developing countries.