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RESEARCH, TEACHING, or OTHER INTERESTS
Education, Social Sciences, General Arts and Humanities, General Social Sciences
12
Scopus Publications
Scopus Publications
- Development and psychometric evaluation of the psychosocial scale for hearing-impaired school children
Qurat Ul‐Ain, Mehwish Jabeen, Shahid Rafiq, Ayesha Afzal
British Journal of Special Education, 2026
This study aimed to develop and psychometrically evaluate the Psychosocial Scale for Hearing‐Impaired School Children (PPSHISC), a culturally adapted instrument designed to assess psychosocial difficulties among children with severe hearing loss using sign language in Pakistan. The study employed a mixed‐methods design. In the initial qualitative phase, individual interviews with 30 hearing‐impaired students (aged 19–24, enrolled in secondary‐level special education) were conducted to generate items. This was followed by expert validation, translation into sign language and a pilot test. The quantitative phase involved a larger sample ( N = 230) and included psychometric evaluation through face validity, exploratory factor analysis (EFA) for construct validity, divergent validity testing via correlation with the Multidimensional Scale of Perceived Social Support (MSPSS) and assessment of internal consistency and test–retest reliability. Participants in the quantitative phase were divided into two subgroups: Group A ( n = 115), consisting of students using hearing aids, and Group B ( n = 115), comprising students using cochlear implants. EFA revealed a three‐factor structure: depressive affect, social isolation and feeling of anger. The scale demonstrated satisfactory internal consistency (Cronbach's alpha = 0.85) and strong test–retest reliability ( r = 0.87). Divergent validity was supported by a negative correlation with MSPSS ( r = −0.16, p > 0.05). Face validity was confirmed through expert review. Findings suggest that PPSHISC possesses adequate psychometric properties for assessing psychosocial difficulties in hearing‐impaired students who use sign language. The scale can support early identification and educational or clinical intervention planning for this underserved population. This tool offers educators and clinicians a culturally and linguistically appropriate measure to assess and address the psychosocial well‐being of hearing‐impaired students in Pakistan. - Educational Access and Inclusion of Transgender Individuals in Pakistan: A Systematic Review of Barriers, Interventions, and Policy Gaps (2009–2025)
Shahid Rafiq, Ayesha Afzal
Sexuality Research and Social Policy, 2026 - They Say It Hurts: Parents’ Lived Experiences and Concerns Over School Bag Weight Among Schoolchildren in Punjab, Pakistan
Shahid Rafiq, Ayesha Afzal
Human Arenas, 2026 - From Policy to Practice: Evaluating the Implementation of HEC’s Sexual Harassment Policy in Public Universities of South Punjab
Shahid Rafiq, Ayesha Afzal
Sexuality Research and Social Policy, 2026 - Digital tools and screen time management in early childhood education: parents’ and educators’ perspectives
Dalal Aldhilan, Shahid Rafiq, Ayesha Afzal
Frontiers in Education, 2026
Introduction This study examines the integration of digital tools in early childhood education and explores how parents and educators manage children’s screen time in urban Lahore, Pakistan. Methods A mixed-methods design was employed. Quantitative data from 30 educators and 30 parents were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data from 20 semi-structured interviews were analyzed using thematic analysis. Results Socio-economic status (SES) (β = 0.42, p = 0.002), perceived benefits of digital tools (PBDT) (β = 0.55, p < 0.001), and frequency of digital tool usage (FDTU) (β = 0.35, p = 0.007) significantly predicted screen time management (STM), explaining 52% of its variance (R 2 = 0.52). Qualitative findings revealed themes of enhanced engagement, improved learning outcomes, socio-economic disparities, limited teacher training, and structured management strategies such as co-viewing and time limits. Discussion Digital tools are perceived as valuable educational resources but require structured, developmentally appropriate management. Socio-economic disparities and limited institutional support remain key challenges, underscoring the need for equitable access and targeted professional development. - A bibliometric analysis of open access and institutional repository research in library and information science (2010–2025)
Shahid Rafiq, Ayesha Afzal, Yasira Waqar
Quality and Quantity, 2026 - Faculty Readiness and Ethical Perceptions of AI Integration in Higher Education Teaching and Assessment
Ayesha Afzal, Shahid Rafiq, Aisha Sami
Higher Learning Research Communications, 2026
The rapid advancement of artificial intelligence (AI) technologies presents both transformative opportunities and complex challenges for higher education, particularly in teaching and assessment. This study examines the readiness of faculty members in Pakistani universities to integrate AI tools into pedagogical and evaluative practices, alongside their ethical perceptions of AI use in academic contexts. Using a qualitative research design, semi-structured interviews were conducted with 20 faculty members across diverse disciplines and institutions. Thematic analysis, guided by the Technology Acceptance Model (TAM), the Technological Pedagogical Content Knowledge (TPACK) framework, and Rest’s Four-Component Model of ethical decision making, revealed four interrelated themes: (1) varying levels of technological confidence, (2) institutional support and policy vacuum, (3) ethical concerns surrounding fairness and transparency, and (4) a human-centered orientation toward AI integration. The findings show that while faculty recognize AI’s potential to enhance educational efficiency and personalization, adoption is hindered by limited training, unclear governance structures, and moral uncertainty. The study underscores that successful AI integration depends not only on technological competence but also on institutional scaffolding and ethical agency. Practical implications call for comprehensive professional development, transparent policy frameworks, and participatory AI design involving educators. By presenting insights from a developing-country context, this research contributes to the global discourse on responsible AI in higher education, emphasizing the need for balanced innovation grounded in human values. - Combating Misinformation Through Media and Information Literacy: A Case Study Among University Students
International Journal of Media and Information Literacy, 2025
In the context of rising misinformation across digital platforms, Media and Information Literacy (MIL) has become an essential educational tool for fostering critical engagement among university students.This study investigates the role of MIL in combating misinformation within a Pakistani university context.Employing a qualitative case study design, the research involved 30 undergraduate students from a public university in Punjab who participated in a two-hour MIL intervention workshop based on UNESCO's curriculum framework.Data were collected through three semi-structured focus group discussions and analyzed thematically using NVivo.Findings revealed four key themes: increased awareness of misinformation tactics, enhanced confidence in source verification, emotional barriers to critical engagement, and a strong student demand for formal MIL curriculum integration.While students demonstrated improved analytical and verification skills, many continued to struggle with confirmation bias and emotional resonance tied to cultural and religious content.The results underscore the importance of embedding MIL into higher education in culturally responsive ways and suggest the need for sustained interdisciplinary instruction.This study contributes to the limited body of empirical MIL research in South Asia and offers practical recommendations for curriculum developers, policymakers, and educators aiming to counter misinformation through structured pedagogical strategies.It also highlights the value of localized, depth-oriented case studies in developing context-sensitive media education frameworks. - Saudi Arabian preschool teachers’ perceptions, positive and negative experiences of play-based robotics activities
Dalal Aldhilan, Shahid Rafiq, Ayesha Afzal
Cogent Education, 2025
This study explores Saudi Arabian preschool teachers’ perceptions, experiences and challenges in integrating play-based robotics activities into early childhood education. Employing a qualitative case study design within a constructivist paradigm, interviews with 37 teachers provide insights into both the benefits and obstacles associated with educational robotics. Findings reveal that teachers generally hold positive attitudes toward play-based robotics, highlighting its role in fostering critical thinking, creativity and Science, Technology, Engineering and Mathematics (STEM) literacy. They report increased student engagement, cross-curricular learning and enhanced motivation. However, challenges, such as budget constraints, technical difficulties and cultural resistance hinder effective implementation. To address these barriers, the study underscores the need for ongoing professional development, inclusive curriculum alignment and strategic institutional support. By contributing to global discussions on technology integration in early childhood education, this research provides valuable insights for educators, policymakers and researchers, particularly in culturally diverse educational settings. The findings offer guidance on fostering effective and sustainable use of robotics in preschool education across various cultural and institutional landscapes. - Beyond Screen Time: Effective Use of Digital Tools in Early Childhood Development
Dalal Aldhilan, Shahid Rafiq, Ayesha Afzal
TEM Journal, 2025
This qualitative study explores the integration of digital tools in early childhood education (ECE) in Lahore, Pakistan, through semi-structured interviews with 25 educators and 25 parents of children aged 4–6 years. Employing thematic analysis, the study identifies seven themes: Educational Enhancement, Access and Equity Challenges, Developmental Concerns, Teacher Preparedness, Screen Time Regulation Strategies, Cultural and Contextual Relevance, and Parental Involvement. Findings reveal that digital tools, such as interactive apps, enhance engagement, literacy, numeracy, and motivation. Still, benefits are limited by unequal access to devices and the internet, particularly in public schools and low-income households. Excessive screen time and unsuitable content raise concerns about developmental impacts, while educators’ limited training hinders effective technology use. Parents and educators employ strategies like time limits and guided interaction to balance digital engagement, emphasizing the need for culturally relevant tools reflecting local values. Parental collaboration with educators strengthens learning outcomes, though technological unfamiliarity poses challenges. Grounded in Piaget’s constructivist theory, Vygotsky’s sociocultural theory, and the Technology Acceptance Model, the study advocates for equitable access, teacher training, localized content, and parent-educator partnerships to ensure digital tools support holistic development in ECE, aligning with developmentally appropriate practices. - Navigating Barriers and Building Pathways: Inclusive Education for Children with Special Needs
Dalal Aldhilan
F1000research, 2025 - Bridging the Divide: Exploring Policy Gaps and Cultural Barriers to Comprehensive Sexuality Education in Muslim-Majority Countries
Shahid Rafiq, Ayesha Afzal, Qurat ul-Ain
Sexuality and Culture, 2025