A survey-based research study has been directed to reveal the impacts of using laptops at the university level. For this research, BS Mathematics and BS Physics students, both morning and evening sessions of Universities in South Punjab, Pakistan, were taken as a population. The population consists of 240 students and 10 teachers of four Universities in South Punjab. The sample of 112 students and10 teachers was taken by the Random sampling technique. Questionnaires and interviews were used as a research tool. The consequences of the research study discovered that most of the students used laptops for study purposes like making assignments on Microsoft word and presentations on PowerPoint. The results of teachers questionnaires revealed that most of the teachers used laptops for the preparation of lecturers and for different academic activities.

Modern lifelong learning, and especially when it involves technical issues, is absolutely necessary in any modern form of development and environmental protection. States and societies need to constantly focus on lifelong learning because it is the best investment that pays off in the short and long term. A critical stage was emergence of adult learning theories in learning process. Cognitivism, constructivism, Behaviorism and connectivism have been broadly applied in educational learning process to enhance the educational learning system according to the students capabilities and requirements. This study analyzed four adult learning theories namely constructivism, behaviorism, connectivism and cognitivism and their importance in lesson design, curriculum development and educational technology. The current review study's findings revealed that cognitivism, constructivism and behaviourism are foundations for syllabus development, instruction design and technology development. To incorporate technology into the learning process, the connectivism learning theory connects the learning theories of cognitivism, behaviourism and constructivism. The difficulties in putting learning theories into practice, as well as potential solutions, are addressed in this article.

The present study was concerned to determine Interrelation of Multiple Intelligences and their correlation with linguistic intelligence as perceived by college students. All the students of intermediate level studying in Islamabad Model Colleges was the population of this study. The 1000 students were selected as sample by using simple random sampling technique Questionnaire for students was used to collect the data. Experts were involved for validation of research instrument.  The reliability was measured through pilot testing on 100 students. Researcher used SPSS advanced version to analyze the quantitative data. Mean, Standard Deviation, and Pearson Coefficient Correlation were used to analyze the data. The results of the study showed that moderate inter-correlation exists between verbal/linguistic and logical/mathematical intelligences and. It was suggested that teachers may use all the Multiple intelligences during the teaching-learning process to promote their development.

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

Action learning may be defined as a process supported by a collection of individuals that inductee imaginative resolutions to handle multiple difficulties. Action learning is an effective strategy to develop the management skills for organizations or indiviuals. It measures mainly team strategies in solving real life problem and supports the team building within an organization or company. Many effective organizations utilize action learning to understand workforce progress and development. The purpose of this article was to present a systematic and state of the art review of literature about action learning theory and models used for organizational development. A total 29 articles were selected from various data based by introducing the inclusion and exclusion criteria. The review of literature indicated that application of action learning theory improves the capacity building, self-efficacy and performance of the organizations. The review of literature also showed that by following action learning theory, an organization developed and progress rapidly. Some action learning models, principles, their limitations and outcomes are also discussed in this article. To strengthen the review results of development of organizations, a number of case studies were also presented in this review article to provide the evidences of action learning theory to improve the efficiency of organizations