اسلامی تصور ریاست اور غیر اسلامی نظریہ ریاست کا تقابلی جائزہ

In an Islamic state, the leader is obliged by the Quran to run the affairs of the people using ‘Shura’ (consultation). He is elected based upon confidence to lead, not on his policies, because he is obliged to derive laws based upon the Quran and Sunnah، and has no option to not implement the clear laws cont-ained therein, even if not convenient for gov, which provides full protections for people’s rights at all times. In a (Western) secular Democracy, the leaders are not obliged to consult the people in running the affairs (nor fulfil their promises). They derive laws from what is convenient, and may (and do) take away people’s rights using that justification. In Islam, the leader remains in power until he becomes unjust or incompetent. In a (Western) secular Democracy, the leader remains in power despite being unjust or incompetent, and may get elected again if he can lie to the people to persuade them he is the lesser of two evils. An Islamic State is based upon sovereignty to the Creator, who doesn’t change his mind, it not prone to prejudice, bigotry or ignorance. A (Western) secular Democracy is based upon sovereignty of the Individual, who does change their mind, is prone to prejudice, bigotry and ignorance. This article explains deeply about Comparison of Islamic concept of state and non Islamic Idea of State.

Promoting Global Citizenship Through Ict Among Undergraduates of Pakistan

This study aimed to explore the underlying relation between Information and Communication Technology (ICT) and the factors that promote global citizenship among university undergraduates of Karachi, Pakistan through a mixed method approach. Globalization has had numerous and multifaceted effects on education policies and practices at various levels. Therefore, this study aimed to highlight the significance of ICT use as a tool for fostering global citizenship among university undergraduates of Karachi, Pakistan. The study also examined the impact of ICT on factors that promote global citizenship among university students. The Global Citizenship Survey questionnaire was used for quantitative data and open ended interviews were conducted to collect qualitative data. A total of 400 students from private and public sector universities participated in this study. The researcher adopted explanatory, sequential mix- method design. A non-parametric correlation analysis and chi square test revealed the positive relationship between global citizenship and ICT among undergraduate students of private and public sector universities in Karachi. Five factors emerged from the data representing a relationship of ICT with global citizenship. Regression analysis was also performed and revealed the same fact as stated earlier. The study revealed that being a developing country, Pakistani student has ICT access at their universities and they were fully well versed with ICT and its tools. They also agreed that ICT not only developing global knowledge and enhancing communication skill but also promoting respect and acceptance of cultural diversity, national and societal responsibility among them. The qualitative findings highlighted five major themes; Global Awareness, Belongings, Global Communities, Caring, and Commitment to Action. The themes of qualitative study revealed that they have a more global awareness now, ongoing injustices in the world and that’s especially about online websites helped them in getting all the knowledge and information and in gaining this their communication skills helped them a lot. Internet technologies have bridged the geographic distance that separate global communities. Global students understand, respect and appreciate different ways of life and raise their voice against the injustices happening around the world like discrimination, poverty and the unsatisfactory right to use for education. The students understood that when calling themselves global citizens they have a feeling of unity and harmony with others, they explained it as a mental attachment to other people in other places. They also showed with global learning students can integrate multiple disciplinary perspectives and their critical thinking skills welcome diversity. They bear responsibility for global issues and take action to protect and improve local and global communities. The study concluded with a focus on Praxis, offering recommendations and suggestions for practice and further research into student mobility as a site of global citizen-making.