Artificial intelligence (AI) is increasingly embedded in higher education, including research, transcription, analysis, and academic writing. These developments create distinctive opportunities and challenges for anthropology, a discipline grounded in long-term engagement, interpretive reflexivity, thick description, and ethical accountability to research participants. Unlike fields oriented primarily toward prediction or optimization, anthropology produces knowledge through situated relationships and contextual interpretation. The growing use of AI, particularly large language models (LLMs), therefore raises important questions about how these technologies can be integrated without undermining the discipline’s epistemic and ethical commitments. Using an integrative literature review with a structured search and screening process, the [...]

This study was conducted to determine the effectiveness of the Cognitive Load-Aware Scaffolded Program for Writing (CLASP-W) to improve the Urdu writing skills amongst the students with learning disabilities. A pre-test-post-test control group experimental design was utilized, with a sample of 40 students selected through purposive sampling, who were then put into two groups: the control group (n = 20) and the experimental group (n = 20). The experimental group received 32 sessions of CLASP-W intervention. Urdu Writing Assessment Rubric (UWAR) (? = 0.82; ICC(3,3) = 0.77) was used to collect pre-test and post-test data of students' [...]

Play-based learning (PBL) and Child-to-Child (C2C) approaches have been widely recognised for fostering literacy, numeracy, and socio-emotional development. However, discussion on C2C integration within low-resource educational contexts remains limited. In Pakistan, early childhood classrooms continue to be dominated by rote instruction, leaving foundational learning gaps insufficiently addressed. This study presents baseline findings from the Pakistan arm of a regional initiative evaluating a Play-Based Child-to-Child (PBC2C) model that integrates peer-led and guided play pedagogies. Using a mixed-methods sequential cohort design, data were collected from pre-primary students (n=144), mothers (n=5), and teachers (n= 5) across urban (Karachi) and rural (Chitral) parts of [...]

This study explores homeschooling parents’ perceptions of the significance of developing 21st-century learning and innovation skills, specifically the 4Cs: communication, collaboration, critical thinking, and creativity, and the strategies they utilize for this purpose. This phenomenological study explores the lived experiences of eight purposively selected homeschooling parents in Karachi through semi-structured interviews. The data were transcribed, coded, grouped, and thematized to explore parents’ perceptions, strategies, and assessment practices related to the development of the 4Cs. The findings revealed that participants consistently recognized the importance of these skills and emphasized the value of individualized and self-directed learning, as well as learning through [...]

The conception of self that works behind the discourse of human rights can be traced back to the Enlightenment, but the universalization of this self requires an arena that can harness it and ensure the universalization of human rights. Civil society is that arena through which the aim of universality of human rights and ultimately individual freedom-liberty could be achieved. The implicit aim of the universalization of human rights through civil society is nothing but the universalization of freedom. Similarly, human rights discourse is that mechanism which strives for the formation of civil society. In a nutshell, civil society and [...]