https://journals.airsd.org/index.php/zjehss <p>The Zakariya Journal of Education, Humanities &amp; Social Sciences (ZJEHSS) publishes empirical, theoretical, conceptual, and methodological papers of high quality on topics in the fields of education, pedagogy, and all allied disciplines of social sciences. Any submission to ZJEHSS is expected to meet the journal requirements and focus on practicably empirical research. Typically, a paper suitable for ZJEHSS should attempt to replicate, create, advance, deepen, or repudiate existing published theories about professional teaching and learning and allied social sciences disciplines through conspicuous and vivid illustrations and models that can be tested through the evidence for empirical support. ZJEHSS also encourages a variety of disciplinary perspectives, methods, conceptual approaches, and substantive problem areas. ZJEHSS at AIRSD is interested in publishing articles derived from experiential paradigms and field-based exposures along with conceptually robust theories rooted in social and cultural practices within the allied disciplines.</p> <p><strong>Scope</strong></p> <p>The mission of establishing the Zakariya Journal of Education Humanities &amp; Social Sciences (ZJEHSS) is to promote high-quality international standard research in the fields of Education, Law, Economics, Commerce, International Relations, Sociology, Islamic Studies, Arabic Studies, Political Science, Psychology, Philosophy, Anthropology, Communication Studies, Civics, Environmental Studies, Library Sciences, Public Administration, Media Studies and Sustainable Development, Gender Studies, American Studies, Rural/ Urban Studies, Journalism, Peace &amp; Conflict Studies, Disaster Economics, History, Archeology, Anthropology, Archival Studies, Iqbal Studies/Iqbaliyat, Demographic and Population Studies, Policy Studies Religious Studies/Comparatives Religions, Home Economics, Mass Communication etc.</p> <p><strong>Objectives</strong></p> <ul> <li>To publish scholarly research scholars in field of Social Sciences</li> <li>To help students of research in all allied disciplines across the nations to share their empirical research and findings both in qualitative and quantitative paradigm</li> <li>To produce research that can be applied in any social and educational context</li> <li>To create research activities that can benefit universities and research institutes' research requirements as pre-requisites for effective ranking</li> </ul> Ali Institute of Research and Skill Development (AIRSD) en-US Zakariya Journal of Education, Humanities & Social Sciences 3008-1556 https://journals.airsd.org/index.php/zjehss/article/view/613 <p><em>The 21st century change in the education systems has largely been based on teacher training programs which have been more geared towards the development of higher-order thinking skills, digital literacy, creativity, collaboration, critical thinking and socio-emotional skills rather than the traditional rote memorization skills. Within this fast-changing educational environment, educators are anticipated not only to be knowledge providers but also learning facilitators who can incorporate new pedagogies and new technologies in the classroom. Teacher education programs are thus highly important in preparing teachers to meet the demands of globalization, technological advancements and changing labor market demands. The paper employs SWOT (Strengths, Weaknesses, Opportunities, Threats) analytical model to critically evaluate teacher training programs with special reference to how they can instill 21 st -century skills. Among the internal strengths that are the subject of the analysis, there are the curriculum reforms, the introduction of the learner-centered pedagogies and increasing attention to professional development. Nevertheless, it also singles out the systemic shortcomings such as the lack of infrastructure, the lack of practical training, the lack of digital integration, and the lack of theory-practice alignment. Externally, the research considers the opportunities available due to technological innovation, international partnerships, policy changes and growth of online learning platforms. Meanwhile, it identifies such threats as unequal distribution of resources, opposition to change, unstable policies, and unequal access to training in developing contexts. These dimensions synthesis provides the strategic recommendations in the research that may help in improving the teacher education systems, improving the quality of instructions and efficient preparation of teachers to meet the multi-faceted demands of the 21st century education.</em></p> Ali Abbas Syed Mohsin Ali Hina Akhtar Copyright (c) 2026 Zakariya Journal of Education, Humanities & Social Sciences https://creativecommons.org/licenses/by/4.0 2026-01-27 2026-01-27 4 1 01 14