International Research Journal of Social Sciences and Humanities

DETERMINANTS OF STUDENT RETENTION IN NON-FORMAL EDUCATION CENTERS: A CASE OF SINDH PROVINCE

2026-03-22T05:37:34+00:00

The aim of this research is to examine the roles of teacher-student interactions, academic self-efficacy, and extracurricular activities for student retention in Non-Formal Education (NFE) centers in Sindh, Pakistan. The study followed a quantitative methodological approach. The study covered 558 students enrolled at different NFE centers across numerous districts of Sindh. Simple random sampling was exploited in selecting the respondents. Data were gathered via a 5-point Likert-type scale questionnaire. The data was analyzed using PLS-SEM given the complexity of the model. The result indicated that academic self-efficacy has a negative and insignificant effect on student retention. However academic self-efficacy has a positive and significant effect on student satisfaction. Extracurricular activities have a positive and significant effect on both stent retention and student satisfaction. Student satisfaction has a positive and significant effect on student retention. Whereas, teacher-student interaction has a positive and insignificant effects on student retention. Teacher-student interaction has positively significant effects on student satisfaction. Moreover, switching barriers has negatively and significant moderates between student satisfaction and student retention. Student satisfaction has positively and significant mediates between teacher-student interaction, academic self-efficacy, and extracurricular activities with student retention. Therefore, interventions for increasing student mixing may encourage extracurricular activities and hence better retention in NFE centers; and switching barriers must be very carefully managed to ensure that they pander to satisfaction-based retention and not hinder it.

EXAMINING THE RELATIONSHIP BETWEEN CRITICAL PEDAGOGY, INTERDISCIPLINARY LEARNING, AND STUDENT SATISFACTION IN HIGHER EDUCATION INSTITUTIONS OF SINDH, PAKISTAN

2026-04-08T18:20:48+00:00

This study aims to explore the correlation between two postmodern educational approaches critical pedagogy and the interdisciplinary learning approach and students’ satisfaction at the higher education level in universities of Sindh, Pakistan. A quantitative correlational research design was used in this study and data were collected from 150 students enrolled in education departments of four universities. The study intended to examine whether these students understand and respond positively to the implementation of these approaches in their learning experience. Data were analyzed using SPSS v27, Spearman’s rank-order correlation test. The findings show a moderate, positive, and statistically significant correlation between both educational approaches and students’ satisfaction. Students both male and female reported greater satisfaction when critical pedagogy and interdisciplinary methods were integrated into the teaching and learning process. The study suggests that applying these approaches can enhance student motivation, engagement, and participation, ultimately improving student satisfaction. Furthermore, it concludes that increased student satisfaction contributes to better quality education and academic performance. The study also recommends further implementation and exploration of other postmodern educational approaches in higher education.

FARMERS' PERCEPTIONS, INDIGENOUS KNOWLEDGE, AND RISK ASSESSMENT OF CLIMATE CHANGE AND WATER SCARCITY IN ARID NORTHWEST PAKISTAN

2026-04-08T19:14:55+00:00

This study investigates how small-scale farming communities perceive and respond to water scarcity and climate change in Pakistan’s arid Pishin Lora Basin. Through household survey with 264 famers, the study finds that almost all farmers have observed climatic changes at local level. Their understand of climate change is often shaped by religious and cultural beliefs, mostly attributing such changes to natural cycles and divine will, rather than activities of humans. Such perceptions influence their actions: mostly take little responsibility or capability to play their role in mitigations. Digging more wells and going deeper for water is their main strategy to address water shortage which is an unsustainable and short-term solution. With little formal education and more focus on informal community networks for information, they have limited access to scientific knowledge and advanced climate-resilient agriculture techniques. The study elaborates a significant gap between local experience and scientific strategies of adaptation, arguing that effective climate policy needs to minimize this gap by integrating indigenous knowledge with scientific insights and focusing on deep-rooted perceptions to enhance community resilience.