The purpose of this study is to explore TVET trainers’ understanding of engaging instruction with relevance to ensuring a supportive learning environment that could lead to effective work-integrated learning. Participants’ engagement in the training process that wholly prepares them for real-life work scenarios is always a challenging task for trainers. The existing gaps in theory and practice highlight the significance of the research study. Both the trainees and the trainers are usually not content with the learning environment and the final training outcomes to match their work requirements. This research identifies the trainer’s understanding of engaging instruction under three main themes: supportive learning environment, work-integrated learning, and expected competencies of trainers. Purposive sampling was used to collect data from 21 TVET trainers. All participants are actively working in TVET institutes. The qualitative data analysis technique is applied as a data collection strategy to explore participants' views, opinions, practices, challenges, preferences, and lived experiences. The data analysis revealed that most trainers believe training participants require a conducive environment to enrich their learning experiences. Most participants have also emphasised achieving the work-integrated learning outcomes by applying the KSA (Knowledge, Skills and Attitude) approach. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on appropriate training strategies.   Keywords: Supportive learning environment, work-integrated learning, engaging instructions; trainers’ competencies, TVET

Poverty and illiteracy are two major socio-economic issues plaguing Pakistan's growth. Despite many efforts, getting an education for working children has always been a tough task. Children who have mastered that skill manage their professions, phase, and lives efficiently. It is necessary to comprehend the perspectives of the mothers of working girls in order to understand how and to what degree these characteristics influence their schooling and aspirations in life. This multiple case study also aids in showcasing the issues along with identifying comparable and disparate trends among those five cases. The research findings clearly highlight that there is a strong dedication to education, with four out of five instances stating that they have a good chance of achieving their objectives. Besides various hardships and financial problems, parents are willing to support their daughters' education and understand that education can help their girls achieve a bright future.

Technical abilities, knowledge, moral principles, and attitudes to support the environment, known as "green skills", are necessary for the workforce to create and support sustainable social, economic, and environmental results in business, industry, and the community. Vocational educators contribute to the creation of trained workers with green competencies. This study investigates how vocational educators feel about teaching learners green skills and the many green skills that may be used in classrooms. This study is a qualitative inquiry that collects data by conducting a capacity-building session at STEP Institute of Art, Design and Management about greening skills from 40 participants. The respondents believe that although the institute may provide basic knowledge of green skills, skilled instructors are needed to apply these abilities in practical situations. Additionally, these abilities may be incorporated into various disciplines to give students a comprehensive understanding of sustainability. The respondents also mention recycling and material management as skills that might be used in vocational training institutes to reduce water and energy usage. Although implementing these green skills in the classroom is a significant challenge for instructors, students will be inspired to dedicate themselves to the cause of the environment. Therefore, all parties involved must work together to develop greening skills so that the general public and vocational institutes fully know the value of protecting the environment.