The main purpose of the current study was to analyse the perceptions of Higher Education Faculty’s (HEFs) perceptions of Professional Learning Communities (PLCs) as a means of professional growth. HEFs’ responses to PLCs and their professional growth via PLCs were explored in depth. It was a qualitative study with a phenomenology study method. Five higher education faculty members (Male = 2, Female = 3) were selected through a purposive sampling technique from a private university in Lahore. A semi-structured interview guide was developed for the collection of data. The participants were face to face interviewed. For the data analysis, thematic analysis was performed, and themes were explained considering participants’ responses. HEFs were aware of professional learning communities. HEFs were discovered to have a positive perception of PLC and explained how active collaboration with colleagues helped them grow professionally. It is recommended that higher education organisational leaders should implement PLCs to help the faculty grow professionally as; ultimately, it will enhance the quality of students’ learning. Keywords: Professional Learning Communities, Higher Education, Higher Education Faculty of Pakistan, Professional Growth.

The main purpose of the current study was to explore higher education dyslexic learners' (HEDLs) awareness, experiences, emotional consequences, and coping strategies for dyslexia. It was a qualitative study with a case study method. Eight dyslexic students (Male=4, Female=4) were selected through the snowball sampling (purposive sampling) technique. The participants were from higher education institutions in Punjab. A semi-structured interview guide was developed through literature and expert opinion for the collection of data. The participants were interviewed face-to-face. All the interviews were transcribed. For the data analysis, a multiple-case analysis model explaining similar and alternating themes was used. According to the findings, the participants were aware of dyslexia. They faced academic challenges, as well as family relationship problems. They had a negative effect of emotional consequences which affected their academic and personal lives. All the participants used positive and negative coping strategies to deal with their learning disabilities. Teachers should be trained and educated about teaching dyslexia students like normal students.