Pakistan enjoys pivotal position among energy-rich Central Asian States and Gulf countries. Export Promotion Zones (EPZs) are playing important role in the economic development of countries since the formation of these zones. In Pakistan, Export Processing Zones Authority (EPZA) was established in 1980. Comparative research studies and reports in literature depict that economic share of EPZs of Pakistan is not much impressive and its economic share in the country lags behind neighboring countries. EPZA hence is faced with external factors like devaluation of rupee, euro country crisis, foreign investors' retention and attraction in Pakistan but this study aims to analyze internal factors or impediments that have a direct impact on foreign investment. Data was collected through survey questionnaire from respondents (n=480). Data was analyzed using SPSS (11.5 Version). Regression results identify work environment, bhatta culture, high inflation, political instability, inadequate skill enhancement, inadequate training and infrastructural facilities as major impediments for EPZ development in Pakistan. Thus, this study concludes that positive work environment, political stability and security, adequate infrastructural facilities, appropriate location of industrial units, upgradation of workers skill, provision of training, overcoming the bhatta culture and stable inflation will help boosting the development and performance of export promotion zones of Pakistan.

This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

This paper presents a conceptual review of the domain literature encompassing feminism and women’s representation and invisibility in the discourse of politics. Tracing and interpreting the current third wave fundamentally require an overview of the three feminist movements since 1830 until today. For this purpose, the study reviewed theses and research articles published between 2010 - 2020 and examined how feminist movements are conceptualized and manifested in women’s representation in the media. The article points at women’s increasing participation over time, but also highlights their marginalization in media workforce leading to their invisibility in the discourse of politics. It was found that the third-wave feminism despite its focus on individuality against collective effort has failed to uplift women’s image in various contexts as reflected in their symbolic annihilation and framing in the media. Women’s objectification in advertisements has been widely debated. However, their marginalization in media workforce and political discourse needs to be considered and highlighted if the third-wave feminist ideals are to be fully achieved. The study adds to the developing literature on women’s journey since the first wave until today with reference to their representation in the media.

The education sector in Pakistan has been the adversely hit because of the COVID-19 pandemic. The ensuing situation brought with it numerous challenges for academia, teachers, and students coupled with unique opportunities for stakeholders involved in the teaching-learning process. This chapter captures the impact of COVID-19 on higher education in Pakistan with special reference to the policy framework for online education at HEIs provided by the federal regulatory body (i.e., higher education commission) and its implementation at a large-scale, public, professional university in Karachi as a case. Using the case-based method, empirical evidence about the policy adoption, pedagogical design, and implementation with monitoring and evaluation are presented along with all three main stakeholders' (management, teachers, and learners) perspectives and experiences.