اسلامی اخلاقیات واقدار کے فروغ میں خاندانی ماحول کا کردار؛معاصرانہ چیلنجز اور لائحہ عمل The role of family environment in the development of Islamic ethics and values, Contemporary challenges, and action plan

Islamic rules and moral values are unique in all aspects. The members of Muslim Ummah have always tried to promote them. At the national level, this duty was carried out by people at different levels whether they were teachers, businessmen or lay man of the society. At international level, some rulers, business professionals and religious leaders played their role. Man's first relationship is with family. This relationship is the cornerstone in the development of a personality.  There has been a lot of change taken place in the family system. In the past, due to the limited necessities of life the financial responsibility was limited to a few people. Media was not that advanced and bold and family members were loving and respectful. With the beginning of advance era, human needs were widened and to satisfy them, women started participating in economic activities along with men. Due to which the child was shifted from his home to day care centre, while the media gave birth to the social media, the stories of compassion and care in home became the past. In the present era, there is a dire need to remove these barriers that hinder the development of Islamic values through balance between income and expenditure, positive and moderate use of media and positive attitude in family. These issues will be discussed under the answers to the following questions. What is the role of family in the development of Islamic ethics? What are the problems faced by the family in the development of Islamic moral values? What are the solutions to the present-day problems?  

An Investigation of Primary School Teachers’ ‘Technological Pedagogical Content Knowledge’ in District Matiari, Sindh

This work purported to investigate the 'technological pedagogical and content knowledge' of public and private primary school teachers in district Matiari, Sindh. Quantitative data were gathered through a cross-sectional survey with a sample of 97 teachers teaching at primary level in district Matiari. TPACK survey instrument by Schmidt et al. (2009) was used after translation into the national nomenclature, i.e., Urdu and the local language of Sindh, i.e., Sindhi to fit the milieu of Sindh. Data was analysed using descriptive statistics, correlation and MANOVA. The survey discovered that teachers rated themselves higher on TPACK while in the sub domains of TPACK, they received the highest scores in 'Pedagogical Knowledge' (PK). All teachers generally scored lowest in 'Technological Knowledge' (TK) and 'Technological Content Knowledge' (TCK). A comparative analysis was executed between the two groups of the teachers and it was found that teachers from government schools scored more than their counterparts from the private sector. From a gender position, female primary school teachers scored more than their counterparts and female teachers from private school scored higher than their male counterparts as well as teachers from public school.