This study aimed to find the teachers' and students' beliefs about communicative language competence skills and their uses in undergraduate programs to improve educational careers. This study used a random sampling approach where 300 students from 6 departments (50 X 6) and 24 teachers from Superior University and the University of Lahore participated. The survey method was used to collect data for this study, and descriptive statistics (mean, standard deviation) were used to analyse the data. Universities help students develop their communication skills to meet workplace requirements, equally important for graduates' academic success. According to the study's results, teachers and students comprehend the idea of communicative competence and feel it is essential for academic and professional success. Student's potential to improve their communication skills is most inhibited by teachers' lack of language and disinterest in speaking English in the classroom. CLT's poor performance results from an outmoded curriculum, antiquated teaching methods, and a lack of teacher training. For the improvement of communication skills, innovative methods are necessary. CLT is important in Pakistan because it enables students to communicate effectively in social and cultural settings. In addition, CLT can help students develop critical thinking skills and a deeper understanding of their own culture and society. Furthermore, CLT aligns with the more pragmatic and communicative global approach to language teaching. It makes language learning for students more interactive, engaging, and meaningful. This can result in greater learning motivation and engagement. In addition, it can prepare students for success in academic and professional settings, where effective interpersonal ability is essential.

English has become a universal language for education, commerce, and research. In Pakistan, universities educate in English. This study examines prior research on developing learner self-direction and success in second language learning to help students confront academic and professional challenges. This research will look at the present condition of English language education in Pakistan, the challenges instructors and students experience in the EFL setting, and recommendations for policymakers and teachers to increase communicative competency and learner autonomy in Pakistan's higher education system. Undergraduates in colleges and universities employ a variety of learning methods to improve their communication abilities. University students are responsible and mature. Teachers' instructional techniques and linguistic skills may make pupils competent and responsible for learning. Learner autonomy promotes responsibility, planning, reflection, and strength- weakness identification. Proficiency in a second language promotes learning, independence and decision-making abilities. By offering social and physical space for language learning, students may progress well in EFL.

This study is an endeavour to explore the language learning beliefs and activities of the teachers and the students at the tertiary level to become autonomous. This study used a descriptive survey method to collect the data from 250 students and 25 teachers from the University of Central Punjab Lahore, Pakistan. A snowball and convenience sampling method was used to collect data from three undergraduate programmes learning the English Language teachers and students. The descriptive results show that teachers believe autonomy is a western concept, and students believe autonomy means having the freedom to make choices in language learning. The study reveals that students have more autonomy in choosing material and methods of learning. Evaluation of learning and developing autonomy is the responsibility of the students. Students prefer learning alone in the library, and teachers want to involve the students in decision-making and prefer classes student-centred. Teachers also believe learner autonomy is desirable for class management and choosing topics for discussions. Moreover, teachers view that learner autonomy is feasible for the students to identify their weaknesses and strengths and monitor their progress. The results of the study have implications for the university teachers, adult language learners, trainers, and syllabus designers to improve the teaching and learning of language at the higher education level.

The primary aim of this study is to analyse the main factors affecting the learner autonomy and communicative competence of the EFL learners at higher education level in Pakistan. Nowadays, the English language is considered a language of education, business, and research, moreover, English is a medium of instruction in higher education institutions in Pakistan and communication ability and autonomy are regarded highly important skills for the students’ academic success and professional development in the university context. This study has used the literature review and situational analysis approach in order to explore the teaching and learning of the English language at the tertiary level in Pakistan. This study will discuss the present situation of English Language teaching in Pakistan, and the main challenges hindering the skill development of the students. This study has recommendations for the policymakers, teachers, trainers, and students struggling to develop communicative competence and learner autonomy at higher education level in Pakistan. The finding of the study indicates that gap in skill development, low proficiency, improper evaluation, and problematic pedagogy are the main factors affecting skill development in the Pakistani EFL context. Students’ skills can be promoted incompetence and autonomy areas by providing them with interpersonal and physical space in learning the target language.

The review-based study puts light on globalization in an educational culture like the effect of contemporary global educational culture, the technical effect, and the effect of the corrosion of values in Punjab Public Secondary Schools. This paper also analyzed the support and development of globalization to provide public secondary school education. In addition, the research discussed the opportunities and challenges of globalization in educational culture. The results of the study showed that Pakistanis educational culture at the secondary schools level has become hybrid due to dominant countries' styles adopted by our educational system while taking benefits from the western school system within the dimension of its ideology, moreover, cultural factors are affecting the values and norms as well as the education. The research will be helpful for policymakers, parents and other stakeholders, and heads of public secondary school education.