Archives

  • Vol. 47 No. 1 (2025)

    This issue of the Bulletin of Education and Research (Vol. 47, No. 1, 2025) presents a collection of rigorously peer-reviewed research articles addressing diverse areas in education and educational research. The issue encompasses broad categories, including curriculum evaluation and assessment, teacher education and reflective practice, classroom management and interactive teaching, education for students with diverse needs, higher education studies, educational administration, research critique, and comparative education. Collectively, the contributions examine contemporary challenges across school and higher education contexts.

  • Vol. 47 No. 3 (2025)

    This issue of the Bulletin of Education and Research (Vol. 47, No. 3, 2025) presents a diverse compilation of empirical studies addressing critical educational, psychological, and organizational challenges. The featured articles explore socio-economic and institutional barriers confronting out-of-school children, demographic variations in university learner autonomy, and the impact of continuous assessment on examination performance. Additionally, the volume examines motivational and engagement pathways influencing mathematics achievement among young learners, alongside an investigation into workplace dynamics evaluating how dispositional greed drives knowledge sabotage. Together, these studies offer valuable insights for policy development and practice.

  • Vol. 48 No. 1 (2026)

  • Bulletin of Education and Research BER Cover Page

    Vol. 47 No. 2 (2025)

    This issue of the Bulletin of Education and Research (Vol. 47, No. 2, 2025) presents diverse empirical studies focusing on teacher development, well-being, and institutional leadership in Pakistan. The featured articles examine critical psychological and professional dynamics, including the relationship between teacher self-esteem and optimism, and the impact of servant leadership on job retention. Additionally, this volume evaluates prospective teachers' integration of Pedagogical Content Knowledge (PCK) and time management competencies, while investigating the systemic challenges and educator perspectives surrounding the implementation of inclusive primary education.