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This research study seeks to evaluate the (PTB) English language textbook of grade 10thto see the extent to which it has incorporated the theme of gender equality.  The analysis has been done through content analysis of the textbook units and exercises. The analysis reveals that women have been underrepresented in the textbook. The female characters appear in the book only twice, whereas the male characters are not only more frequently found in the main content, but the frequency of male nouns and pronouns is also higher in the activities. The boys are found playing different games such as football, basketball, tennis, cricket, and video games, whereas females are mostly found studying, doing homework, appearing in exams, or working on a class project. Girls are found to be busy in mostly indoor activities such as studying, doing homework, painting, reading stories, or watching movies and television. Boys, on the other hand, are found doing various outdoor tasks such as gardening, going to the market, traveling, and playing outdoor games. The roles and attributes associated with the male and female characters are affected by the stereotypes in society. The research is an attempt to see how far the textbook is achieving SDG 4.7. This research can be useful for the textbook authors, and curriculum designers to consider the parameters of SDG 4.7 while planning the content.

In the aftermath of the major earthquake that hit Pakistan in 2005, there appeared to be a paucity of psychometric tools validated in Urdu. It was decided to translate the Impact of Event Scale - Revised (IES-R) so as to obtain an internationally validated and recognised psychometric tool for use in research into post-traumatic stress disorder. The resulting Urdu and English versions of the IES-R were compared for linguistic, conceptual and scale equivalence. The Urdu version of the IES-R (UIES-R) can be used for clinical, psychological trauma populations in Pakistan with evidence of good reliability and satisfactory validity. In trauma research in Pakistan the UIES-R will be an extremely useful psychometric tool.

Purpose This study sought to better understand how to support and plan for a collaborative effort that brought educators together from three universities in the United States and Pakistan. This project sough to foster collaborative relationships between the two countries by expanding knowledge, collaboration, and capacity in middle schools in the Punjab region of Pakistan with a particular focus on underrepresented students and middle grades STEM instruction. Design/methodology/approach This study was informed through the use of formative survey data gathered from the workshop participants throughout the course of the week. The researchers conducted pre and post surveys of 22 participants using Likert scale items. Findings This project provided insights regarding curriculum alignment, engaging communication, teacher-centered formative data. These findings offered insights on how to grow as reflective practitioners and researchers, and how to form a robust multi-national professional learning community. Research limitations/implications The survey data were gathered from participants who willingly sought professional development in one region of Pakistan. The sample was small (four participating middle schools and one local university) and thus the findings cannot be necessarily generalized to a greater population. Practical implications This project provides practical insights of how teams can work together in regard to building a professional learning community. Teams can plan with intentionality, foster various modes of discussion, and empower both teachers and students to inquire, solve problems, and share their insights. Social implications The STEM topics in this study are important across continents. Navigating time constraints and distance is feasible through communication, attention to objectives and clarity in goals, and a desire to learn outside of one’s usual comfort zones. Originality/value This project was unique in the time and space in which it was designed and implemented, yet it offers value in fostering ongoing collaboration through various modalities and in being intentional in the planning process.