Journal of Social Sciences and Media Studies

Exploring the Inclusion of Children with Special Educational Needs (SEN) in Government Primary Schools of Karachi: Perspectives of Teachers and Head Teachers

2026-05-09T12:36:52+00:00

Inclusive education is a child’s right, and teachers are the main change agents to bring the differences into the lives of their students. This qualitative research study explores the perspective of teachers and head teachers at government primary schools of Karachi about the inclusion of children with special needs in their system. A total of 14 schools were selected from 7 districts of Karachi through stratified sampling (2 schools from each district). The sample included 84 respondents 32 males and 52 females) selected through purposive sampling: 70 teachers (5 from each school), and 14 head teachers. The data collected through semi-structured interviews were analyzed using thematic analysis method, which was brought forward from the responses to research questions. Results were based on research objectives, emerging themes, and sub-themes. Current perceptions and practices reveal that teachers are not practicing inclusion, are unaware of the term inclusion, and feel uncomfortable and unwilling to step forward for the implementation of inclusion. The teachers and head teachers highlighted certain barriers and challenges that hinder inclusive education, including overloaded classes, overburdened with work, lack of training, lack of resources, and some cultural myths that hinder this process. The conclusion brought forward was to bring reforms that can support teachers to practice inclusion to the best of their abilities. The recommendations emphasized bringing inclusive education at the government policy level that transforms an aspirational framework into localized, enforceable strategies for the system and the willingness of teachers. Thus, addressing problems will help educators to practice inclusive education.

The Effectiveness of Youth Employment Policies and Political Challenges in Pakistan and Spain: A Comparative Review

2026-05-09T12:39:17+00:00

This comparative analysis studies the political issues that Spain and Pakistan faced when putting youth employment policies into practice, highlighting the different conditions and complexities that impact the effectiveness of strategies. However, both states have high rates of youth unemployment; their political situations are very diverse. Spain deals with bureaucratic inefficiency and regional discrimination, but Pakistan faces political instability and corruption. Using comparative analysis approaches, the investigation relates pre-existing documents that undergo thematic analysis to find significant trends and interpretations. Important outcomes show that while agency support and governance are necessary in certain circumstances, political determination, public involvement, and socioeconomic restrictions make policy execution even more difficult. The current research emphasizes the measures for context-sensitive procedures that take long-term consistency and supporter input into description. Finally, by highlighting best practices and potential strategies for more effective results in various political conditions, this investigation emphasizes the ability of the youth employment strategy.

Impact of Discrimination on Student’s Academic Performance at Higher Education in Karachi

2026-05-09T12:40:35+00:00

The study aimed to explore the impact of discrimination against certain students based on characteristics such as favoritism, bias, and victimization in the context of higher education in Karachi. These factors can be observed at different stages of teaching-learning, especially during assessment and evaluation. It was descriptive in nature, and researchers collected quantitative data. The universe of the study was universities in Karachi, Pakistan. The sample was selected from five universities located in Karachi, two from the public and three from the private sector, using stratified sampling. The sample size consisted of 95 respondents equally from both sectors. The value of Cronbach’s alpha of the questionnaire was 0.888, which was satisfactory. An independent sample t-test was applied to determine the effects of discrimination on the basis of gender, age, ethnicity, and organization. The Independent Sample t-Test and one-way ANOVA were applied to check the difference in discrimination and academic performance based on the demographics. It was observed that there was a significant difference based on age and ethnicity. The linear regression showed that there is a moderately positive and significant relationship between discrimination and academic performance according to students at a higher level of education. The result of the study was satisfactory at some level, as there was no discrimination observed based on gender or organization. Discrimination has a significant impact on academic performance at higher levels of education.

Sociocultural Hurdles and Opportunities: A Descriptive Study of Working Women in Larkana District

2026-05-09T12:41:41+00:00

This study examines the socio-cultural barriers and opportunities faced by working women in Larkana District, Sindh, Pakistan, as well as their socio-economic empowerment. The research has three main objectives: to assess the socio-cultural barriers faced by working women in the district; to identify the key employment opportunities available to them; and to assess the resilience and socio-economic empowerment achieved through employment. A quantitative descriptive research methodology was used to collect data, in which information was obtained from 150 working women through purposive sampling to ensure representation of different social and professional backgrounds. The participants were asked to fill out closed-ended questionnaires, and the data obtained were analyzed using descriptive statistical methods in SPSS, while ethical principles such as confidentiality and anonymity were fully adhered to during the research. The findings show that while unequal treatment in the workplace was not generally considered a major barrier, women face several significant issues that limit their participation in the workforce. These include domestic responsibilities, unsafe work environments, cultural values, social expectations, traditional gender roles, family criticism, and insufficient support from family. Despite these hurdles, employment plays a significant positive role in women’s confidence, self-esteem, financial independence, decision-making ability, and social resilience. The research highlights key points at the practical and policy levels, including creating secure and flexible work opportunities, providing better access to education and training, increasing leadership opportunities, and creating supportive environmental conditions in the family, community, and workplace. Five key recommendations have been made in light of the research findings: Promote awareness and education about gender stereotypes; Strengthen family and community support; Ensure safe workplaces for women; Increase employment and leadership opportunities; and provide skill development programs and introduce flexible working hours.

The Factors that Fade Away Intrinsic Motivation among Teachers of Special Education in Karachi

2026-05-09T12:42:52+00:00

This study explores the factors contributing to the fading away of intrinsic motivation among special education teachers at the school level in Karachi, Sindh, Pakistan. The data were collected through face-to-face interviews with 30 special education teachers and principals, selected using purposive sampling, and were analyzed applying thematic method. The results show that most teachers started their careers motivated by personal interest, compassion, and a wish to help children with special needs. However, over time, their motivation decreases due to various challenges, such as a lack of teaching resources and assistive equipment, a heavy workload, limited support from administration, and difficulties in meeting the diverse needs of students. Teachers reported stress from irregular student attendance. This disrupts planned activities and creates pressure from the school administration. Female teachers also struggle to balance their professional and personal responsibilities. The study concludes that although teachers are dedicated to their roles, ongoing motivation needs support from the institution, better working conditions, and more awareness from society. The research emphasizes the need for policy changes, resource provision, and supportive school environments to boost teacher motivation and improve educational outcomes for children with special needs.