Search results

The purpose of this study is to investigate the impact of e-service quality and e-trust on customer e-satisfaction and, subsequently, on customer e-loyalty towards a website in the online shopping environment of Pakistan.

The research employed a quantitative approach and utilised structural equation modelling to investigate the relationship between e-service quality and e-trust on consumers’ e-satisfaction and e-loyalty. The data were collected from 250 individuals who actively use online shopping websites to purchase products in Pakistan.

The findings revealed that e-service quality and e-trust offered on e-commerce websites significantly impacted customer e-loyalty. However, it was found that both e-service quality and e-trust do not have a significant impact on customer e-satisfaction. In addition, the findings showed that customer e-satisfaction positively impacts e-loyalty.

Overall, these findings emphasise the importance of e-service quality, e-trust and customer e-satisfaction and their role in cultivating customer loyalty within the context of the online shopping environment in Pakistan.

This study contributes to the existing literature on online shopping in Pakistan by exploring the factors influencing consumer behaviour in this context. The findings add to the academic understanding of consumer behaviour and provide valuable insights for e-commerce businesses in Pakistan.

This study aims to examine the relationship between the different aspects of transformational leadership behaviours of school principals on school culture in the context of Pakistan. The findings from this study can provide an opportunity to understand the relationship between transformational leadership and school culture factors and the way these factors influence the school culture.

The quantitative research approach has been adopted to assess teachers’ perceptions of transformational leadership behaviours at government secondary schools of District Khairpur, Pakistan. The targeted sample size of this study was 300 teachers from five government secondary schools of district Khairpur. Data has been collected by using two survey instruments to assess the degree of transformational leadership style adopted by school principals as perceived by teachers to measure the effectiveness of school culture, whereas descriptive (mean and standard deviation) and inferential (Pearson correlation coefficient) statistical tests have been used through SPSS 23.0 software.

The findings revealed that there is a moderate positive relationship between transformational leadership behaviours and school culture whilst the Pearson correlation coefficient was (r = 0.624), which indicates that it is statistically significant. The demographic data explored that serving teachers were trained and highly qualified in such schools.

The study contributes to explain the transformational leadership practices in the context of secondary schools of Pakistan for a better understanding of educational organization culture. This study also contributes to the field of educational leadership by highlighting the organization culture through the perceptions of teachers. The Education and Literacy Department, policymakers, educational leaders and schoolteachers may be benefited from the findings of the current study for a better understanding of school culture in secondary schools. This study has also laid the foundation for future research studies in leadership practices in Pakistan and internationally.

Finally, this study contributed to the leadership literature in the context of Pakistan because there are very few studies that have examined the impact of transformational leadership behaviours in education organizations. In addition, this study suggests that the school principals should revisit their school vision and involve teachers in vision formation.

The purpose of the current study is to explore the influence of knowledge management (KM) in education management organizations (EMOs) Schools of Pakistan. Knowledge plays a pivotal role in the development of an organization due to sharing and managing of knowledge within an organization. In an era of competitiveness, KM has become a significant factor for the sustainable development of educational organizations. Knowledge and KM has become a key element in various fields of knowledge including health, technologies, engineering, social sciences, natural science, business and education. Organizations can adopt KM to improve effectiveness and gain advantage over other organizations. Also, it helps them to make well calculated decisions for the benefit of the organization. KM leads to increase in efficacy, more work, better performance, enhancing staff’s competency through quality decisions.

The research study is descriptive type research by nature, and a qualitative approach was adopted for gathering data and within it the desk review was conducted. The data was analyzed through content analysis techniques. The secondary data was collected in this study. Therefore, the unit of analysis includes the government documents, published research articles and international agencies reports, journal articles, websites, e-books and internet resources, conference papers, case studies and the statistics available on KM in development of organizations in educational settings.

The findings of the study show that through KM the EMOs school can perform better and give outstanding results in terms of student’s achievements. Further, organizations can develop a system which helps them to take timely decisions for enhancing the image of school among all stakeholders including parents, community, teachers and society.

The present study can benefit educational organizations, stakeholders, policymakers, provincial and federal governments and society. This will contribute to the new body of knowledge in the domain of education for knowledge creation and sharing.

This study is conducted in the context of EMOs schools. So, this may be the first research study in this area. In this connection, the study has originality in the context of KM in educational organization in Pakistan.

The purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.

The quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.

The findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.

As the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.

Implementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

This paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions before and during the current propagation of the coronavirus disease 2019 (COVID-19) pandemic.

This study undertook a literature review concerning the in-depth revision of previous studies published in 2020 and 2021. A total of 100 out of 170 selected research papers were adopted to identify and recognise the factors restricting the application of e-learning systems.

The findings determine and illuminate the most challenging factors that impact the successful application of online learning, particularly during the wide propagation of the COVID-19 pandemic. The review of the literature provides evidence that technological, organisational and behavioural issues constitute significant drivers that frontier the facilitation of the e-learning process in higher educational institutions.

The current paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers as this research spotlights the significant factors challenging the e-learning process before and during the pandemic crisis.

The provided in-depth literature review in this research will support the researchers and system designers with a comprehensive review and recent studies conducted before and during the COVID-19 pandemic considering the factors limiting the e-learning process. This paper formulates a valuable contribution to the body of knowledge that will assist the stakeholders in the higher educational institutions' context.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0085.

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.

The study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.

The findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.

The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.

The findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

Numerous studies have been conducted on psychological empowerment's effects on individual and organizational outcomes. This research study investigates the effects of emotional intelligence (EI) on psychological empowerment (PE) directly and indirectly through digital leadership (DL) in higher educational institutions (HEIs) in Pakistan.

This study investigates the academic authorities' capacity to follow the EIs in identifying the PE from Pakistan's HEIs. The researchers have applied a survey questionnaire to collect quantitative cross-sectional data. To conclude, the researchers used 427 useable cases to get the results.

Based on the structural equation model (SEM), the results reveal a positive and significant effect of EIs, subscales like self-regulation (SR), self-awareness (SA), self-motivation (SM) and social skills (SS), on DL and PE. Besides, DL positively and significantly affects PE. Finally, DL mediates the association of SR, SA, SM and SS with PE.

This research can bring a new vision in exploring the policy to the higher authorities for the educational sector to have better direction and interpretation of EIs, DL and PE to develop new measures of positive and proactive attitudes in the organization. The results support developing DL practices toward digital transformation among HIEs.

This study contributes significantly by presenting valuable empirical insights for HEIs leaders. Importantly, it introduces a construct mediating the role of DL, effectively addressing the remaining gaps in the literature.

This research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement.

In this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS.

The findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement.

This study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes.

This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.

Data were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.

The findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.

This study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

In the digital transformation race, the older generation, called digital immigrants (generation X), encounter various obstacles. This study aims to investigate the e-reading adoption and cross-cultural differences among generation X.

This study collected survey-based data from generation X e-readers in Iraq and Pakistan (Pakistan, N = 235; Iraq, N = 251). Structural equation modeling and multigroup analysis (MGA) were used to arrive at a statistical decision regarding the hypotheses and the study’s primary objectives.

Three hypotheses (H2, H3 and H8) were supported by both data sets. However, there is positive variance based on MGA for two hypotheses (H1 and H3) where the Pakistani sample’s path coefficients are greater than the Iraqi sample’s path coefficients. In contrast, there is negative variance based on MGA for two hypotheses (H7 and H9) where the Iraqi sample’s path coefficients are greater than the Pakistani sample’s path coefficients. Finally, these distinctions are examined, along with a few potential research topics

Although there is a plethora of literature on digital immigrants and technology adoption in general, and specifically on e-reading uptake. Research on e-reading adoption in a global learning context is still lacking. Therefore, this study examines the e-reading behavior of digital immigrants from two developing countries (Iraq and Pakistan) and identifies significant cross-cultural differences in e-reading adoption.