This study explores the use of social media tools by undergraduate students and teachers from their perspectives. A mixed-methods research approach, which includes a survey of 150 students and interviews with ten teachers at the University of Gujrat, was used. The study found that social media tools are widely applied by undergraduate students, with Facebook being the most popular platform. Students use social media primarily for communication with peers, sharing of academic resources, and entertainment. Teachers also use social media, but less frequently than students, and for professional development and communication with colleagues. The results indicate that social media has a significant negative impact on the quality of education, with students reporting increased distraction and reduced academic performance due to excessive use of social media. The research also discovered that the students who spent more time on social media were more likely to experience anxiety and depression, which further affected their academic performance. The findings suggest that universities need to take a more proactive approach to address the negative effects of social media on education, including providing guidance and support to students on how to use social media in a more responsible and productive manner.

Creating a supportive classroom environment through effective feedback is an essential component of teaching and learning in higher education. Feedback provides students with the guidance and support they need to achieve their learning goals and enhances their motivation and engagement in the learning process. This research study aims to explore the ways in which a supportive classroom environment can be created through effective feedback.  The current research addresses the major question: What are the attitudes and perceptions of students towards feedback in the classroom, and how can these be addressed to create a more positive learning environment? A qualitative approach is used in data collection methods. The sample consists of teachers and students from department of English at BS levels at Ghazi University. Data were collected through surveys, interviews, and classroom observations. The findings of this research study contribute to the understanding of how feedback can be used to create a supportive classroom environment and promote positive student outcomes. It also provides teachers with tips and strategies about how to use feedback and praise effectively to reach the desired outcomes. The study also provides insights into the challenges and ethical considerations that need to be taken into account in providing feedback. The results of this study can be used to inform teacher training and professional development programs at Ghazi University and other educational institutions, with the aim of promoting a supportive and effective learning environment for students.