With the creation of Social Networking Sites, colleges and universities across the globe have been playing catch-up with students. This new technology carries much weight as a new medium for students to build social connections and grow as members of their institutions [1]. With the aim of exploring the effect of social networking sites to the lifestyles of teachers and students in higher educational institutions, this research was conducted at four private universities in Bangladesh and one university in Uganda. A sample of one hundred teachers and one hundred students was respectively selected from four private universities in Bangladesh and one university in Uganda. Both qualitative and quantitative methods were applied during data analysis. The results indicated that social networking sites had several impacts on the lifestyle of students and teachers with the positive effects outweighing the negative effects. The findings confirmed that students can formulate group discussions so as to exchange their ideas, communicate to their teachers and appeal to their friends about assignments. Teachers share course related materials with their students, enables research work, creates student groups to collaborate on projects and communicate with their fellow teachers from other universities. So the principal conclusion was that the use of social networking sites should be incorporated into teachers' and students' lifestyles as its beneficial nature takes over its adverse side.

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Science, technology, engineering, and mathematics (STEM) education have become increasingly popular among educators in recent times. Research on STEM education has been shaped by a great number of articles published across the world. This study attempts to objectively examine the STEM education literature on technical teachers' pedagogical beliefs by analysing the bibliometric data extracted from the two popular scientific databases known as SCOPUS and Web of Science core collection. This paper highlights the current research trends in this domain by identifying the most impactful documents, topics, contributing authors, journals, and countries. A bibliometric review method has been employed to analyse the scientific research published on teachers' pedagogical beliefs in STEM education. The findings reveal that this field of research is relatively new and began to publish in 1990. Recent trend shows a gradual increase in publications on the domain of teachers' pedagogical beliefs in STEM education. Online pedagogy such as blended learning and its relevant pedagogical approach i.e., gamification etc. are found to be dominant research themes related to technical teachers' pedagogical beliefs in STEM education. Also, technology integration, selfefficacy, gender issue etc. are the key research areas that were explored and studied in this domain of research. Developed countries appeared to be the dominating contributors in STEM education research. The findings of this study give insights and quantitatively synthesise the research development on teachers' pedagogical beliefs in STEM education.

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