Jan Alam

By Tahira Yasmeen, Jan Alam and Muhammad Azeem Ashraf

This study explores Islamic studies students’ challenges in learning English as a Second Language (ESL) in Pakistan’s higher education context. The primary objective is to explore language proficiency, instructional support, psychological and emotional challenges, and environmental and social challenges these students encounter. A descriptive quantitative research design was employed, utilizing a structured questionnaire to collect the data from 132 students. The data were analyzed to examine the main challenges and differences based on gender, academic level, or years. The findings reveal the presence of significant challenges across all four areas. However, no significant differences were observed between male and female students, undergraduate and postgraduate students, or across different years of study. These results emphasize the need for tailored instructional strategies and support mechanisms to address the specific needs of Islamic studies students in ESL learning environments. It contributes to the broader understanding of ESL education in Islamic contexts and offers practical recommendations for enhancing educational practices and policies.

Part of the book: Interdisciplinary Themes of Sociolinguistic Studies

By Tahira Yasmeen, Muhammad Aftab, Jan Alam, Muhammad Mohsin and Muhammad Bilal

Amid increasing demands for accountability and higher expectations, educational leadership is under intense scrutiny for its role in fostering innovation and entrepreneurship among students. Although various models of leadership have been proposed, comprehensive reviews connecting progressive leadership theories—such as transformational, distributed, and instructional leadership—to the advancement of entrepreneurship education remain limited. This chapter provides a narrative literature review to bridge this gap, examining how different educational leadership approaches can actively support entrepreneurial learning in higher education environments. The analysis evaluates how leadership philosophies encourage innovation, calculated risk-taking, and teamwork—core elements necessary to build an entrepreneurial culture in universities. Attention is given to strategies educational leaders use—such as setting shared goals and facilitating collaboration—to embed entrepreneurial practices within institutional structures. Drawing on examples from both public and private universities in Pakistan, the chapter highlights how best practices in entrepreneurship education can be transferred and adapted across diverse educational settings. Addressing the pressing challenges of unemployment and economic development, it demonstrates that broadening access to entrepreneurship education through effective leadership can unlock the entrepreneurial potential of youth. The study employs action research methodology and a knowledge-transfer framework to analyze interventions and the processes governing the transfer of entrepreneurial practices. Findings reveal that the success of such educational innovation depends on several factors, including the quality of the program and transfer team, the absorptive capacity of recipient institutions, and wider contextual and motivational dynamics. The resulting model and recommendations offer a practical roadmap for Pakistani universities and other developing countries seeking to strengthen entrepreneurship education through forward-looking educational leadership.

Part of the book: Educational Leadership and Management in the Modern Era