This study examines explicitation strategies in translated literary texts to determine their impact on the text’s clarity, style, and cultural representation. Focusing on how these shifts affect the explicitation shifts, the study analyzed two modern urdu novels, La Hasil and Aks, and their english translations. using Tagant and uaM corpusTool, the study examines approximately 30,000 words of each text to determine the frequency and function of explicitation in the process of constructing the readability and cultural translatability of the target texts. The results show that obligatory explicitation is the most common, further improving coherence and grammatical accuracy while occasionally affecting text-cohesion style. optional explication, although less typical, enhances stylistic device productivity and, at the same time, restricts the range of interpretation by providing contextual meanings of ambiguous words. however, occasional use of pragmatic explicitation is vital since some relations are culture-bound and, therefore, likely to be unfamiliar to a non-native english readership. emphasizing the need to balance clarity and fidelity in translation work, it offers insights into translating interlingual literary texts in multinational contexts. Thus, it realizes that translation is an important object of investigation, which corrects and completes the esthetic and cultural density of the source text through explicitation.

In the face of pressing global challenges, the role of education in shaping sustainable values and attitudes among students has become an urgent priority. This study delves into the immediate impact of education and awareness on students’ knowledge, values, and attitudes toward a sustainable future, with a specific focus on environmental education (EE). It examines various aspects of EE, including curriculum development, teacher training, environmental initiatives within educational institutions, and students’ comprehension of environmental issues. To understand the role of education in fostering a sustainable future, a 2-point Likert scale questionnaire was distributed to a randomly selected sample of 87 high school teachers. The results, analysed through multiple regression analysis, the chi-square test, the t-test, and Cronbach’s alpha value tests, underscore the urgent and significant role of EE in preparing children for a secure future. The study further highlights the increasing urgency and importance of EE in the face of climate change, positioning it as a crucial element for early childhood educational policies.

This study explores the emerging trends in e-learning from the perspective of university faculty, who play a crucial role in shaping the future of education. The rapid shift to digital education during and after COVID-19 has presented challenges for university faculty to grapple with new e-learning technologies. A qualitative research design was used to develop deep insights into upcoming e-learning trends. Data were collected from a sample of 70 teachers (35 males and 35 females) through a random sampling from the university faculty in the capital territory of Pakistan. The data collected through semi-structured interviews was analyzed qualitatively for thematic analysis using a fuzzy inference system on MATLAB, resulting in a system accuracy of 92% and a miss rate of 8%. The study identified important e-learning trends such as artificial intelligence, video-based learning, social collaboration, mobile learning, gamification, and micro-learning, emphasizing their potential for engagement and outcomes. The implementation of these strategies can significantly impact the education system, particularly on learning systems. The findings underscore the importance of universities focusing on strategic planning and faculty development. Moreover, institutes that adopt ethical policies can transform the academic environment and establish innovative structures that benefit both teachers' work and foster students' engagement, ultimately leading to improved efficiency and effectiveness. The study's findings are crucial for shaping the future of e-learning and its potential impact on the education system.

This study examines how language systems and school textbooks influence L1 Arabicstudents’ perceptions of professional and political job roles. A custom-designed surveywas used to assess how students associate jobs with gender when explicit grammat-ical markers are removed. Job titles were extracted from widely used Arabic languagetextbooks and reformulated into passive-structured sentences that avoided direct mor-phological gender cues. Sixty-two students from a public elementary school in Riyadhparticipated, selecting either the masculine or feminine form of job titles presented inthe questionnaire. The findings indicate that while masculine job terms in educationalmaterials contribute to gender associations, the broader Arabic language system has astronger influence. However, exposure to gendered terms in textbooks reinforcesthese associations. This is the first study to investigate the effect of gendered suffixeson job-related linguistic cues among L1 Arabic students. The findings highlight theimportance of gender-inclusive language in educational content to promote a morebalanced perception of professional roles.