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This study explores the relationship between student satisfaction and academic achievement, focusing on the roles of physical facilities and classroom environments in secondary schools. Recognizing that a conducive learning environment is critical for student success, this research investigates how well-maintained facilities and supportive classroom atmospheres contribute to student satisfaction and academic performance. Utilizing a mixed-methods approach, data were collected through surveys and interviews with students, teachers, and school administrators from various secondary schools. Quantitative data were analyzed using statistical techniques, while qualitative insights were derived from thematic analysis. The findings indicate a strong positive correlation between the quality of physical facilities—such as classrooms, libraries, and sports facilities—and student satisfaction. The study reveals that classroom environments characterized by effective teaching practices, mutual respect, and a sense of safety significantly enhance students' academic outcomes. The research suggests that improving the physical infrastructure of schools and fostering a positive classroom climate can lead to higher levels of student satisfaction, which, in turn, positively impacts academic achievement. The study concludes with recommendations for policymakers, educators, and school administrators to prioritize investments in school infrastructure and cultivate a nurturing classroom environment. By doing so, educational institutions can create a holistic and supportive setting that promotes student well-being and academic excellence.

Construction labors play critical roles in executing the project. Therefore, the purpose of this study is to provide and review using partial least square structural equation modeling (PLS-SEM) approach that the skilled and unskilled labor force impact on project performance which has been overlooked in the previous literature in the context of the public construction industry in developing countries, like Pakistan. To achieve the objective of this study, a hypothetical model was developed and empirically examined by using Structural Equation Modeling. Data were gathered through a questionnaire survey method. In total, 400 construction practitioners responded to the questionnaire on behalf of their organization. The results revealed that unskilled labor has a significant negative impact on project performance during the construction phase, whereas the results confirmed that skilled labors have a significant positive impact on project performance in enhancing the success rate of the project in the public construction industry. These results could be used by construction experts to elaborate a broader and rooted view of the labor skills affecting the project performance. The results provide adequate information to policy and decision makers concerning labor skills being a compulsory part of the operational strategy in accelerating the better execution and success of construction projects. The current study adds to the construction project management literature by examining the effect of labor skills on project performance positively or negatively, and the hypothesized model was developed that should be adopted by practitioners to ascertain labor skills for the successful execution of the project.

Drawing from the tenets of social cognitive theory, the present study examined the effect of thriving at work on innovation behavior via organizational support of innovation. The data were collected at three points in time from 402 participants occupying a variety of positions in Chinese organizations. Structural equation modeling and multilevel regression analysis results demonstrated that employees' thriving was positively related to organizational support of innovation, which in turn was positively related to innovative behavior. In addition, moderated mediation results demonstrated that employee external contacts strengthened the relationship between organizational support of innovation and innovative behavior, and enhanced the positive effects of thriving. Our results deepen and go beyond previous research on thriving at work. The theoretical and practical implications of these findings are discussed.

With increasing worldwide energy demand, many energy-related issues are growing, including global warming, energy sustainability, and environmental pollution. These challenges force nations to actively endorse renewable energy development policies. As a result, numerous renewable energy projects are executed around the globe, which are confronting various hurdles, causing failure for many of current projects. This study, therefore, aims to suggest that community participation in planning and decision-making is an imperative mediator through which government support (GS) and organizational innovativeness (OI) can positively affect renewable project success. Data was collected through a survey from 650 respondents of the renewable energy projects in Pakistan, and hypotheses were proved by employing structural equation modeling (SEM). The findings show that GS and OI have a significant positive impact on the CP and project success. Moreover, CP was realized to partially mediates these relationships. It is expected that the findings present guidelines for the government authorities so that they endeavor and make better policies for involving the community as a mediator in project planning and decision making for renewable energy projects.

AbstractStudents have different learning approaches and acquire knowledge in different ways owing to their varied perceptions and grasping abilities. Treating students equally, following the traditional teacher-cantered approach, may not be effective and calls for innovations in knowledge dissemination. This article takes a student-centric approach to implement a 'flipped classroom' model in an engineering course for constructivism (i.e. experience-based learning), and students' personalized learning. The performance of the flipped classroom approach is compared with the traditional lecturing approach using four lenses: students' grades, students' reflection using three surveys at different stages during the semester, teacher's observation, and peer observation. In most of the existing approaches, analysis of the qualitative survey data is performed manually without computer assistance, and therefore these are criticized for being primeval and instinctive. In this research, a novel approach, based on fuzzy logic, is devised to evaluate the qualitative survey responses from the students. It is shown in this research, that the linguistic survey responses can be summarized in an index more meaningfully using a fuzzy logic-based approach. The results further showed that the flipped classroom model helped students to improve their grades and enhance engagements with their teacher and their peers. Increased interaction, during interactive class activities, was instrumental in evolving students' problem-solving and critical analysis skills towards better learning experiences. Furthermore, students' survey results, analyzed using the novel fuzzy indexing and a non-parametric statistical test showed that the intervention in the form of flipped classes was effective and found to be statistically significant. The findings of this study may help other academics, endeavoring for experience-based, and students' personalized learning.

The objective of this study was to assess the mental health of caregivers of special children in Gilgit-Baltistan (GB), Pakistan. The sample of 100 caregivers (50 special and 50 normal) was recruited. Mental Health Inventory was used to assess parents' mental health, and demographic information was collected using demographic sheet. The results of the study showed that caregivers of special children reported a lower level of mental health ( t = 2.25, p = .02), psychological well-being ( t = 2.89, p = .00), general positive affect ( t = 2.52, p = .01), emotional ties ( t = 2.54, p = .01), and life satisfaction ( t = 2.54, p = .01) and higher level of depression ( t = 1.96, p = .05) and loss of emotional/behavioral control ( t = 2.28, p = .02) as compared with caregivers of normal children. However, insignificant differences were found in psychological distress ( t = 1.64, p = .10) and anxiety ( t = .59, p = .55) between both groups. Caregivers' gender was found as a significant risk factor for their mental health. Likewise, in other areas, caregivers of special children in GB were also vulnerable to mental health problems, particularly females, so that it is essential to address their mental health problems. The results of the study revealed significant and valuable recommendations for mental health professionals.