The inclusion of students with special needs in regular schools is now one of the most important international and national issues faced by the educational world. The study examined concepts of prospective teachers about inclusion, skill, and knowledge gained through these educational programs. This was quantitative research conducted by using a descriptive survey. The questionnaire is designed by the researcher based on objective, theoretical framework, and literature review of related studies. Responses to the survey were obtained from 250 pre-service teachers. It indicated that the majorities of pre-service teachers have concept clarity about inclusion and prepare to implement the skill, and knowledge gained through these educational programs. This research is a small effort from the platform of special education to collaborate with general education for the promotion of inclusion of these children in society by using the means of inclusive teacher education programs. This study provides a useful paradigm for future research in this field.

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.

The study explored the developed social skills between male and female students at the elementary level. A total of 550 Students were selected using multi-stage cluster sampling in the district of Lahore. Explored social skills included accepting criticism, showing respect, solving problems, accepting rights & responsibilities and tolerance of individual differences. A scale consisting of sixty-nine items was developed and standardized through factor analysis. The instrument was checked and ensured for reliability measures using Cronbach's Alpha (r = .75, p < .05). Five factors were identified through exploratory factor analysis using the principal component matrix measuring students' level of social skills at the elementary level. Results of the study showed statistically significant difference based on the gender of the student for the subscale "accepting criticism", revealing male students being more developed in social skill compared to their female counterparts, whereas female students were found more mature for the social skill requiring tolerance of individual differences as compared to male students. The study has implications for future researchers and school authorities.