A Low-Cost Socio-Culturally Situated Mental Health Intervention for the Well-Being of Pakistani Young Women: A Reflective Narrative

The paper sets out to briefly discuss mental health challenges faced by Pakistani young women, and brings out an innovative solution through a multidisciplinary approach, i.e, socio-culturally situated low-cost digital intervention. The paper begins with an overview of mental health issues. It then sheds light on the scope of open education and innovation in Pakistan. Finally, through a reflective narrative approach, I have explored my personal journey of becoming a networked practitioner, and how an open educational website emerged to intersect the needs of Pakistani young women. Data is gathered from 137 reflective diary entries and analyzed through narrative analysis approach. Digital literacy and open networking practices have shaped my digital identity and allowed me to embrace open scholarship. Networking and collaboration have helped me filtering Open Educational Resources (OERs). Further, collaborative activities encouraged participants to become the co-producers of resource development. Overall, an adaptation of low-cost technology has potentially helped participants to reflect and embrace their personal identities.

Exploring Teachers Collaborative Practices in Teaching and Learning a Private School in Karachi, Pakistan

The purpose of the study was to explore the existing practices of teachers' collaboration in a private school in Karachi. To achieve this purpose, the study looked at the stakeholders' perceptions, the practices of teachers and the factors that facilitate or hinder the collaborative practices in teaching and learning. A qualitative case study approach was used to do an in-depth study. The data was collected through semi - structured interviews, informal talks, observations and document analysis. The findings of the study revealed that stakeholders perceive collaboration as an effective practice that enhances team work and relationships. This practice achieves the aims of education by enhancing teaching skills and by improving students' learning. Teachers' collaborative practices exist both at formal and informal levels. The formal practices include planning, Friday sessions, classroom observations, sharing book reviews, meetings, co-curricular activities, and Meditation practice. The informal practices of teachers' collaboration include need - based meetings, peer teaching and mentoring practices of teachers. The facilitating factors that emerged from the study include the encouragement and support from the principal, recognition of teachers' work, allocation of time and space for meetings and discussions on teaching and learning practices in the school. The limitations in school policy, lack of professional development opportunities for the teachers and positional and hierarchal factors were found as hindering factors for teachers' collaboration. This study suggests that teachers' collaboration can be useful for teachers' development and school improvement, if the principal and teachers develop mutual trust for improving teaching and learning. The study also identifies areas for further research to improve collaborative practices in schools.