IJLTP

Hindrances Faced by Literacy Mobilizers While Promoting Non-Formal Education Programs: A Case Study

Farhat Naseem — 2025-12-30

Literacy mobilizers face several hindrances while propagating NFE programs to improve the literacy rate in the marginalized communities. This qualitative case study was conducted to explore the hindrances faced by Literacy Mobilizers to promote Non-Formal Education (NFE). The population of this study was 335 Literacy Mobilizers of Punjab, out of which 07 purposively selected Literacy Mobilizers were participants in this research. Interview was utilized to collect data from Literacy Mobilizers. Thematic analysis was done for data Analysis. Major findings of the study revealed that Literacy Mobilizers face hindrances regarding religious belief system, gender roles, access to community, government support, community motivation and community participation while promoting an NFE program. A participatory approach may be utilized by literacy mobilizers while organizing and executing NFE programs to increase community motivation and participation. Moreover, continuous capacity-building training programs may be conducted by stakeholders to train Literacy Mobilizers to cope with the hindrances faced while promoting NFE programs.

Implementation Barriers in Literacy and Numeracy Drive (LND) in NFBEIs: Teachers’ Perspective

Nausheen Zahra — 2025-12-30

Technological revolutions demand that educational institutions change towards technology-oriented teaching and assessment. NFBEIs are designed to improve the literacy rate. These educational institutes help to develop social, cognitive, cultural and higher-order skills in individuals using various learner-centered approaches while teaching and learning. Literacy and Numeracy Drive is an innovative initiative to impart education and skills through technology. Present research investigated “Implementation Barriers in Literacy and Numeracy Drive (LND) in NFBEIs: Teachers’ Perspective”. The population comprised of 100 schools from non-formal basic Education Institutes (NFBEIs) of Tehsil Chakwal. A randomly selected sample of 21 schools was part of this study. A self-developed closed-ended questionnaire was developed to collect data from teachers of 21 schools on a 5-point Likert scale. Data were collected through personal contact by obtaining informed consent from teachers and school authorities. Descriptive (mean and percentage) and one-sample independent t-test were used for data analysis. The findings revealed that teachers faced many technological challenges while implementing LND, which included a lack of technological devices, availability of internet connection, technological awareness among parents, and more technological issues in rural areas. This study recommends that the availability of digital devices, internet connection, LND applications, teacher training, and community involvement is essential for the effective implementation of LND in NFBEIs.

Unleashing Potentials of Broadcast Technology to Inculcate Ethical Literacy

Jawad Waseem — 2025-12-30

The fast development of broadcast technology is transforming the forms of delivering and transmitting information to mass audiences. The purpose of these technologies is extremely important concerning and promoting moral and ethical values. This study has examined their wide scope of influence and reach as a methodical tool of imparting ethical literacy. Considering the inability of formal education to bring about ethical development, the current study examined the ability of mass media to create ethical developmental processes through a non-formal educational vehicle that imparts moral values, civic responsibility, and social awareness. The research design utilized was a quantitative survey design, which utilized fifty graduate-level students of Allama Iqbal Open University. The data were gathered by means of structured questionnaires and processed by means of descriptive statistics and t-tests. The results have shown that government television channels have a relatively significant effect on moral consciousness as compared to private television and radio channels, the difference of which did not reach statistical significance. A gender analysis also indicated that male respondents tend to indicate more exposure to ethical material on all broadcast media. Such findings highlight the educational capabilities of broadcast media as a secondary process to formal education, which can be used to promote critical reflection, moral reasoning and value re-evaluation across different audiences. This study suggests the strategic inclusion of ethics-oriented interventions as a component of the policy of national broadcasting in order to strengthen the moral growth and the process of life-long learning in the whole socio-cultural continuum of Pakistan.

Investigating Digital Citizenship Literacy Skills: Development of Perceived Knowledge of Students at Postgraduate Level

Riffat Yasar — 2025-12-30

The ability to effectively navigate the digital world and promote responsible digital citizenship among distance learners is crucial for educators. Digital citizenship refers to standards of behavior when using technology. Present study was conducted to investigate the perceived knowledge of postgraduate students on digital citizenship literacy. The study was quantitative in nature which used survey method. The study was based on the digital citizenship framework of Ribble and Park (2022). The tool was developed under three scales of this framework a) collaboration with others, b) respect for oneself and others, and c) keeping themselves and others safe. Under these three scales, there were nine dimensions of digital citizenship literacy. Population comprised of postgraduate students who were studying at Allama Iqbal Open University in district Muzaffarabad AJK. The sample of this research study was 370 which was drawn using random sampling technique. Major findings of the study revealed that students had good perceived knowledge of digital citizenship literacy in all three scales of Ribble’s framework (perceived knowledge in collaboration-related areas, including digital literacy, ICT skills, communication, and online commerce). Respondents demonstrated adequate awareness of keeping themselves and others safe, especially in digital health, safety practices, and online security measures. It is concluded that study revealed that postgraduate students had ample amount of awareness on digital citizenship literacy (etiquette, law, online commerce, and communication, digital health, safety, security practices etc.). Based upon results of relatively low mean score in perceived knowledge in digital access and literacy dimensions, it’s recommended to deliver targeted educational interventions by stakeholders of digital learning environments.

Digital Literacy Competence among Teachers: Enhancing Teaching and Learning in the 21st-Century

Naeem Akhtar — 2025-12-30

Digital literacy competence of a teacher is currently becoming a prerequisite in successful teaching and learning in the rapidly evolving digitalized world. The paper involves the discussion of how the digital literacy competence of teachers could be used to enhance learning outcomes in classrooms in the 21st century by improving pedagogical practices. The research used a mixed-method design and examined the relationship between teacher digital skills, attitudes towards technologies and technological pedagogical knowledge (TPACK), institutional support, and student engagement. Structured questionnaires and semi-structured interviews were used to sample 300 teachers in the secondary and university levels. Quantitative data were analyzed with descriptive statistics, t-tests, regression, and ANOVA, qualitative data was analyzed with thematic analysis. It was determined that institutional support and continuous professional development are close predictors of the technology integration of the teachers and digitally skilled teachers encourage more learners to be motivated and cooperative particularly in cases where technology is integrated with pedagogical and content knowledge. The paper points out the necessity of setting up sustainable online learning environments within learning institutions. The study concludes that along the technical competency, the development of critical thinking, creative ability, and flexibility to changing technological environments enhance digital literacy of teachers.