The pro-poor growth and environmental sustainability are the twin agendas widely discussed in environmental science literature. The technology-embodied growth helps to attain both agendas through knowledge sharing and technology transfer, which trickle down to the poor income group and improve their living standards. Hence, the role of information and communication technologies (ICTs) is deemed crucial in boosting economic growth and is under deep consideration to establish its role in reducing poverty and environmental pollution. The current study examines the long-run relationship between ICTs, poverty reduction, and ecological degradation in Pakistan using time series data from 1975–2018. The short- and long-run parameter estimates were obtained through the Autoregressive Distributed Lag (ARDL) model for robust inferences. The results substantiate the inverted U-shaped Environmental Kuznets Curve relationship between income and emissions with a turning point at US$1000 in the short-run and US$800 in the long-run. The results confirmed the decisive intervention of ICTs factors in the poverty reduction, i.e., computer communications and mobile-telephone-broadband subscriptions support to reduce poverty incidence with the mediation of inbound FDI in a country. As far as income inequality is concerned, it shows that computer services support minimizing income inequality via a channel of high–technology exports in a country. The technology embodied emissions verified in the long-run, where mobile-telephone-broadband subscriptions increase carbon emissions. Finally, mobile-telephone-broadband subscriptions and inbound FDI both are significant contributors to amplify the country’s economic growth. The results conclude that poverty reduction and environmental sustainability agenda are achieved by developing green ICT infrastructure in a country.

This empirical study attempts to investigate the causal relationships between the predictors of online learning readiness and its effects on learning engagement and perceived teaching quality. In other words, the study aims to explore the direct relationship between goal orientation and perceived teaching quality, on the one hand, and the students’ learning engagement and perceived teaching quality and their indirect relationships via online learning readiness. A total of 703 students from Malaysian and Omani higher institutions voluntarily participated in this study following the quota sampling technique. Structural Equation Modeling (SEM) was used to analyze the data gathered. The results of the analysis suggested that the goal orientation and perceived self-efficacy were statistically and directly related to learning engagement and perceived teaching quality and indirectly via online learning readiness. Furthermore, the analysis showed that goal orientation has a direct positive and significant relationship with learning engagement and perceived teaching quality and positive indirect relationships with them via online learning readiness. However, while perceived self-efficacy had a direct positive correlation with learning engagement, it had a negative and direct relation with perceived teaching quality but a positive indirect relationship via online learning readiness. Hence, due to the ongoing covid19 global pandemic, this study implicates that highlighting the roles of goal and efficacy in an online context is essential because they would affect students’ learning engagement and their evaluation of teaching quality.

The content validity of teacher-made tests (TMT) in Malaysian Chinese primary schools was explored in this research. The study used teacher-made tests to analyze the selected Chinese primary schools, which have yet to be thoroughly explored in the context of these school types. It also investigated how well teachers in the sampled schools understand the table of specifications (TOS). The study further examined the extent to which included demographic variables affect the validity of teacher-made tests. A total of 660 questionnaires were distributed randomly to teachers from 21 Chinese primary schools. There were 381 completed questionnaires (58% of total rate) received and analyzed. The findings demonstrated that most teachers have a basic understanding of the TOS and that teacher-made test levels are valid. K-group MANOVA analysis also revealed that work experience and age had a significant influence on teacher understanding. Work experience and age, on the other hand, had no effect on the teacher-made test. Furthermore, the findings demonstrated that both teacher understanding and teacher-made tests were unaffected by teacher gender.