The present research investigates the effects of code-switching techniques on the academic achievement of bilingual pupils in the fields of mathematics and language education. The study centres on the integration of English and Mathematics instruction. This research aims to determine effective methods for teaching bilingual students and identify the benefits and challenges of incorporating code-switching in mathematics and language education. A mixed-methods approach was employed, combining quantitative data from standardized tests and qualitative data from interviews and classroom observations. The results revealed a positive correlation between code-switching and bilingual students' mathematics and language performance, suggesting that integrated English and Mathematics instruction can enhance learning outcomes. Moreover, the study identified specific code-switching techniques that effectively support bilingual students in the mathematics classroom. These findings have crucial implications for educators working with bilingual students, highlighting the importance of tailoring teaching strategies to address the unique needs of this population while fostering their linguistic and mathematical abilities.

The purpose of this research was to analyse the relationship development and communication competence of MPhil/PhD supervisors. A confirmatory mixed-methods research design was used to conduct the study in two stages. For both phases, 360 MPhil/PhD graduates and 72 supervisors were selected from four public universities in Punjab using a multistage sampling technique. Data were collected electronically from 239 MPhil/PhD graduates during phase-I using an adapted questionnaire from ASHA's supervision model, while in phase-II, 72 MPhil/PhD supervisors were interviewed to cross-check the Phase-I findings. According to MPhil/PhD graduates, their supervisors have relationship development and communication competence. During interviews, most MPhil/PhD supervisors refute their supervisees' claims and offer suggestions to improve supervisors' competence. Based on supervisor suggestions, the Higher Education Commission of Pakistan should revise the supervision structure, provide Postdoctoral fellowships to all supervisors, and promote international conferences. This study may be helpful to supervisors in self-evaluation as well as understanding relationship development and communication competence.

This research aimed to investigate the disparity between the levels of competence-related learning outcomes and those anticipated from PhD programmes at four public institutions in Punjab.The study was done in two parts using a mixed-methods confirmatory methodology. During the first phase, a self-designed questionnaire was used to gather electronic data from 269 PhD grads to measure their projected levels of competence-related learning outcomes. The purpose of this phase was to gather this data. Meanwhile, 72 teaching staff were questioned for confirmation of the results of the first phase of the research. PhD students predicted a high degree of knowledge gain, while faculty members believed that PhD holders displayed a moderate level of knowledge acquisition. A sample t-test demonstrated a statistically significant gap between the levels of competence-related learning outcomes realized by PhD graduates and those anticipated. According to the conclusions of the research, the HEC should include pertinent elements of the NQF in the curriculum designs for the PhD programme.