School education is termed as the foundation that has the whole life of the child dependent upon. Schools are expected to be at par with the latest educational trends, shaping the students' personalities by mitigating the adversities of life yet contemplating skills needed to succeed in life later on. For the very same reason, modern schools ensure an overall environment conducive to the overall development of children. Several factors can hinder the process, among which bullying in schools has become the major concern.  School principals have the encumbrance to maintain a hassle-free environment and an uninterrupted teaching-learning process in school. The study, therefore, sought to explore the efficacy beliefs of the principal to deal effectively with bullies while interplaying with different paradigms of bullying management. The theoretical framework was nested in the six approaches presented by Rigby as in Traditional Disciplinary Approach, Strengthening the Victim, Mediation, Restorative Justice, The Support Group Method, and the Shared Concern Approach. A Phenomenological research design was used, and seven principals of schools in Lahore were selected as participants of the study through purposive sampling. A self-constructed, semi-structured interview guide was used as the basic data collection tool. The obtained data were interpreted to meaningful information in relevance to the study by using profiling and then the reflexive thematic analysis technique. Findings revealed that participants are well aware of the concept of bullying, its types, and the adversities associated with bullying. Most of them have devised their hybrid systems to counter bullying in their schools. However, strengthening the victim was found to be the approach the participants feel most efficacious to work with. They regard it fruitful and rewarding in terms of the outcome.

The purpose of this study was to explore secondary school English teachers' attitudes towards English language instructional policy as given in the official English language curriculum documents. This study intended to understand teachers' attitudes by exploring their beliefs, feelings, and practices constituting their attitudes. This study used a qualitative semi-structured interview research design, and a purposive sampling technique was used to recruit 15 secondary English language teachers from different public schools of Lahore, having at least three years of experience. A semi-structured interview guide was used to collect data. The analysis of the data revealed a gap between teachers' beliefs, feelings, and practices. Teachers believed that all proposed methods worth using, and they felt that the methods were beneficial for teaching English at the secondary level. However, the situation was quite different concerning practices. Discussion and cooperative learning strategies were the most preferred methods to use besides the lecture method at the secondary level. Teachers also described the factors which hinder the use of all policy recommended methods.

The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.

<p><strong>Abstract.</strong> Geoinformatics (GI) education is widely used as a spatial visualization-interdisciplinary tools for its ability to understand the geographical phenomenon around us in the past and model the future scenario. Its global importance and usage have made the need of disseminating the education with public and school students. The MSc. Students of different backgrounds at Institute for Geoinformatics in the University of Munster were involved in one of such works through the seminar cum project on ‘Transdisciplinary education in Geoinformatics’ through GI@School Lab with the aim of engaging high school students on applying GI knowledge on Agriculture. The grade 12 students were presented with the ongoing GI empowered research projects at first such that the school students developed the project ideas of their interests to use GI on agricultural sectors based on which MSc students developed 4 different projects and Growth Condition (Sensors) is one of them. This project aims to determine the best suited condition for Salad plants growth based on the size of the Salad leaves measured after monitoring the growth of the plants by planting them on 4 plastic boxes filled with same soil type but in different lighting conditions and water conditions to be measured by the concerned sensors to after the 8 weeks of indoor growth. The project execution week took place as the 5-day workshop and feedbacks were taken as questionnaire surveys from the participated students and concerned teachers for the project evaluation. The sensors-collected data could even serve as the ground truth data of a citizen observatory projects for Copernicus in-situ component. The whole project aims at reducing generational gaps between the students by bringing them the opportunity for knowledge co-creation through transdisciplinary projects on agricultural sector using GI technologies.</p>