This piece of research reflections addresses an important part of parents’ training and professional development, which unfortunately was overlooked previously. After reviewing opinion papers, program descriptions, theoretical frameworks, empirical studies, literature reviews on parental involvement, the study found a substantial gap in research, programs, and practice. The literature on parents’ involvement and its barriers, the study presents epistemological foundations for the overlooked part of parents’ training. The study recommends Internet Coupled Information and Communication Technologies (ICICTs) based parents’ training with synchronous and asynchronous modes providing quality content for enhancing parents’ knowledge, skills, and competence in educational aspects. These trainings on educational aspects target to create common knowledge constructs that can facilitate parents and teachers to establish complementary communication; leading to effective parental involvement beneficial for children and schools in the effective implementation of the whole-child approach. As parents' knowledge, skills, and competencies in educational aspects grow, it will increase their involvement, assistance, and interaction with their children and the school. Enhanced technology skills can also help parents overcome barriers that hindered their involvement in children education.

This study was conducted to determine the role of metaphysics in education. The purpose of the study, according to George Berkeley, is to learn the role of metaphysics in education, define metaphysics in education, and examine the metaphysics of idealism in education. A questionnaire was used to collect data from a sample selected through random sampling techniques. The questionnaire uses a Likert scale. SPSS software was used to find the mean, standard deviation and percentage of the product. Most of the respondents found that the teacher has an important role in the learning process, focusing on the teacher's brainstorming to get ideas and meaning through discussion, dialogue, and that the school encourages students to work together, listen, and respect others. In addition, the curriculum must include the philosophical concept of metaphysics as a theory of education. The initial stage. Curriculum should provide possibilities for conducting research and putting idealism's educational and philosophical ideas into new contexts.

This paper discusses the effec t of the growth of regul atory au thority in the Pakistani higher education system, which has res ul ted i n a state of accountability without autonomy. Hereby the faculty i s bei ng increasingly dem anded to c om ply with new rules and regulations and yet the institutions do not ha ve s uffic ient authority to perform their professional func ti ons. It was a The oretic al study that reviewed the previous ly avai lable literature to reach the conclusion. It is concluded that the centralized control and bureaucratic press ures i n Pakistan’s higher education have undermined faculty autonomy and quality-focused research. Sus tai nable improvement requires systems that em power and trust faculty as central agents of academic exc ellence . Reorient the Higher Educ ation Comm is si on toward outcome-based accountabi li ty by setting quali ty benchm arks while granting universi ties autonomy in curriculum, teaching, and research decisions.