ابتدائی تعلیم و تربیت
ناطق نے اپنے گاؤں چک 32 ایل سے ابتدائی تعلیم حاصل کی۔ میٹرک کرنے کے بعد ایف اے کے لیے گورنمنٹ کالج اوکاڑہ کا رخ کیا ،جہاں ایف اے کی سند حاصل کی انہوں نے اپنا تعلیمی سفر پرائیوٹ طے کیا ۔ گریجوایشن بہاؤالدین زکریا یونیورسٹی ملتان سے پرائیویٹ طالب علم کے طور پرمکمل کی۔ ایم اے کی ڈگری نمل یونیورسٹی اور پھر ایم فل منہاج یونیورسٹی لاہور سے مکمل کیا۔ انہوں نے آرٹس کو سائنس پر ترجیح دی اور اپنی ساری تعلیم آرٹس میں مکمل کی۔
Penelitian ini membahas peran dan tantangan perempuan dalam konteks politik berdasarkan perspektif hukum Islam. Abstrak ini menyajikan analisis mendalam mengenai bagaimana ajaran Islam mengakui partisipasi politik perempuan serta kendala-kendala yang mereka hadapi dalam masyarakat yang kadang-kadang konservatif dan patriarkal. Melalui tinjauan terhadap ayat-ayat Al-Quran, hadis, dan interpretasi ulama, penelitian ini membuktikan bahwa Islam memberikan dasar kuat bagi partisipasi politik perempuan. Namun, kendala dalam bentuk tradisi kultural, interpretasi yang konservatif, dan norma sosial patriarkal menghambat partisipasi mereka.Penelitian ini juga menyajikan strategi untuk mengatasi tantangan ini, termasuk pendekatan pendidikan yang inklusif, pelibatan komunitas, dan pemberdayaan ekonomi perempuan. Dengan mengeksplorasi perspektif hukum Islam, penelitian ini memberikan kontribusi pada pemahaman yang lebih mendalam tentang bagaimana ajaran agama dapat membuka jalan bagi partisipasi politik perempuan. Kesimpulannya, melalui peningkatan kesadaran masyarakat, edukasi, dan perubahan sosial, perempuan dapat memainkan peran yang lebih signifikan dalam politik dengan mendukung prinsip-prinsip kesetaraan dan keadilan dalam kerangka hukum Islam. Penelitian ini merangsang pertimbangan lebih lanjut mengenai bagaimana masyarakat dan lembaga-lembaga dapat memfasilitasi partisipasi politik perempuan dalam mendukung demokrasi dan kesetaraan gender.
This study aimed to explore the relationship between secondary school students’ digital literacy and their attitude towards using information and communication technology across three private secondary schools in Karachi, Pakistan. This study focuses on three major themes: students’ attitude towards using information and communication technology (ICT), digital literacy (DL) and the relationship between DL and attitude towards using ICT controlling for general and ICT related demographics. For this study, a survey questionnaire was developed by adapting two surveys related to attitude and DL. An attitude related questionnaire was adapted from Edmunds, Thorpe and Conole (2012) to investigate attitude and the DL questionnaire was adapted from online European Commission Digital Literacy (ECDL) to find students level of DL. An online version of the tool was used for data collection, and the data were collected through google forms. Additionally, focus group discussions were held to have deeper and richer data that would justify the results of the statistical analysis. The total sample size for this study was 344 secondary school students. About 50% of the participants were female. The results show that the participants’ attitude towards using ICT in education is positive regardless of their general and ICT related demographic characteristics. The analysis of the results from the DL questionnaire reveals an adequate level of DL among students. A majority of the students has positive attitude and adequate level of DL. Correlation analysis revealed a significant association between DL and students’ attitude towards using ICT in education. In addition, attitude towards using ICT was found to be correlated with ICT related variables. Further analysis showed that use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students’ attitude towards using ICT. This study has highlighted the importance of ICT related demographics which contribute towards developing students’ attitude to use ICT and level of DL. Based on the findings it is suggested to further research students’ attitude to use ICT and identify school and individual level factors that influence attitude towards use of ICT and DL.