UMT Education Review

Schools Promoting Social and Life Skills among Secondary School Students in Pakistan

2026-02-16T04:54:31+05:00

In the 21st century, schools around the world are expected to focus on the holistic development of children, inclusive of non-cognitive domains, such as Social and Life Skills (SLSs), since they can enable students to demonstrate social adaptability. International large-scale assessments emphasise non-cognitive domains, globally. Similarly, Pakistan and other developing countries consider the non-cognitive domain in educational policies to be important; however, little is known about the schools developing SLSs among students. This study aims to present evidence around schools promoting SLSs. The research employs a qualitative design, with the sample being selected purposively: students (16), teachers (8), and head teachers (4). Qualitative individual and group interviews were conducted and analysed thematically. The findings reveal that schools seem not to promote SCs and LSs among students explicitly, however, schools implicitly provide certain avenues for promoting such. Particularly, teachers have the power to stimulate social and life skills as teachers are considered role models for students. Moreover, the paper highlighted the unintended contribution of students’ socioeconomic status in the development of their SCs and LSs. Finally, it presents the implications and recommendations for policy, practice, and future research.

Developing Critical Analysis and Argumentation Competence in Higher Education: The Role of Multimodal Pedagogy

2026-04-09T10:41:48+05:00

The scoping review examines how multimodal teaching methods in higher education institutions foster students' critical analysis skills, which are essential for academic argumentation. The study uses evidence from 56 peer-reviewed studies published between 2010 and 2026 to identify multimodal strategies that educational institutions used alongside their theoretical frameworks and learning outcomes. The synthesis demonstrates that teaching designs that combine visual, auditory, textual, and digital elements produce better cognitive learning outcomes than those that depend exclusively on text. The review of the studies revealed that multimodal interventions helped participants develop stronger evaluative reasoning skills, showed them how to use evidence, and enabled them to achieve greater depth in reflective judgment and to build stronger academic arguments. Digital technologies enabled these outcomes by supporting interactive learning environments and implementing inclusive practices aligned with Universal Design for Learning principles. The review shows that successful multimodal practices most commonly draw on Transformative Learning Theory and Experiential Learning Theory because both theories highlight how critical reflection and experiential learning help people develop advanced thinking skills. The study uses existing empirical evidence to show that multimodal teaching methods improve students' ability to analyse and argue in higher education, while also demonstrating the need for more longitudinal studies.

Metacognitive Awareness and Academic Achievement: The Mediating Role of Students' Engagement

2026-04-08T17:30:14+05:00

Despite an ongoing reform and improvement of education in Ethiopia, quite a significant number of secondary students have been challenged by poor academic performance, which is often exhibited in low examination results and a higher school dropout rate. The purpose of this study was to examine the role of student engagement in the relationship between metacognitive awareness and academic achievement among secondary school students. The study utilized a correlational research design. Data were collected from 180 participants (male=79; female=101) selected through simple random sampling. Metacognitive awareness inventory and student engagement scale were used as a means of data collection. Descriptive analysis, correlation, stepwise multiple regression, and mediation analysis were carried out to respond to research questions. The results of the study showed that both metacognitive knowledge and regulation portrayed a statistically significant and positive correlation with academic achievement. This suggests that students with higher levels of metacognitive awareness (knowledge and regulation) tend to achieve higher academic success. The findings also indicated that metacognitive knowledge was significant and a main predictor of academic achievement among secondary school students. Moreover, findings from mediation analysis indicated that agency partially mediated the relationship between metacognitive knowledge and academic achievement. This implies that improving students’ knowledge of cognition, connection with their school, and curiosity about their learning tasks can improve their academic achievement.

Effect of Inquiry-Based Teaching on Problem-Solving Skills at Secondary Level

2026-04-08T17:23:42+05:00

Students’ problem-solving skills can be significantly developed at secondary level when Inquiry-Based Teaching (IBT) is used in combination with Advance Organizers (AOs). Given the dynamic nature of scientific concepts, their modern applications have become increasingly relevant. The objective of this study is to contribute to educational improvement by focusing on how to better equip the students with the ability to think critically and solve problems effectively. Hence, the main objective of this study is to strengthen students’ problem-solving skills. To achieve this, a quasi-experimental design using pre- and post-tests with intact groups was adopted. Over six weeks, the experimental group received a 40-minute session (from Monday to Friday), where lessons were delivered through IBT supported by AOs specifically designed by the researchers. A test to measure problem-solving skill was developed by researchers and used as pre- and post- assessment. The data analyzed revealed that IBT using AOs has a positive effect on the problem-solving skills of the learners. It was concluded that in general, IBT with the inclusion of AOs, has a significant effect.

Impact of Human Resource Planning on Organizational Performance in Colleges of Education in Oyo State, Nigeria

2026-04-08T17:20:07+05:00

The current study aimed to inspect the impact of Human Resource Planning (HRP) on organizational performance in Colleges of Education in Oyo State, Nigeria. The study used a descriptive research design of correlation type. Moreover, a sample of 384 academic staff was selected using stratified random sampling technique. Two questionnaires titled ‘‘Human Resource Planning Questionnaire’’ (HRPQ) and Organizational Performance Questionnaire (OPQ) were used to collect data from the respondents. The reliability coefficients for HRPQ and OPQ were found to be 0.84 and 0.83, respectively. Three research questions were raised, while four research hypotheses were formulated to guide the study. Descriptive statistic was used to answer the research questions, while Partial Least Square Equation Modeling (PLS-SEM) via Smart PLS 4.3.2. was used to test the hypotheses formulated at .05 level of significance. The findings of the study indicated that: HRP in the Colleges of Education in Oyo State was high (Grand median value of 3.7). Organizational performance in the Colleges of Education in Oyo State was high (Grand median value of 3.9). There was a significant relationship between HRP and organizational performance in Colleges of Education in Oyo State (β= 0.74, t = 28.88, p < 0.05). The study concluded that effective HRP greatly enhances the organizational performance of Colleges of Education, contributing to the achievement of educational objectives. Moreover, the study recommended to sustain high organizational performance by ensuring an adequate number of qualified staff to meet the rising student enrollment in Colleges of Education across the State.