The Inverge Journal of Social Sciences (IJSS) is an online, open-access journal with double-blind peer review. Academic essays and research articles/papers are all published in the IJSS. Scholars of any age or from any profession are welcome to submit their scholarly research to the IJSS. In its publications, the IJSS covers all social science disciplines, including but not limited to the following fields: Development Studies Economics Entrepreneurship Education Gender Studies International Relations Management Sciences (Marketing, Finance, HRM, Project Management, Information Management, & others) Media Sciences Political Science Psychology Sustainable Development Goals Sociology IJSS is an online, open-access journal that offers publishing and research services to the academic and business sectors. Double-blind peer review is used to manage articles and papers by the IJSS. Frequency: Quarterly Dr. Muhammad Asif Editor-in-Chief Inverge Journal of Social Sciences (IJSS) ISSN (Online): 2959-4359, ISSN (Print): 3007-2018 Facebook: https://www.facebook.com/InvergeJSS/ Note: Authors are urged to use the IJSS online submission platform to submit their work electronically. Please adhere to the guidelines listed for each step of the online submission procedure. Before submitting, kindly adhere to the Author Guidelines as well.
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The Impact of Working Mothers on Children’s Social Behaviours, Classroom Interactions, and Empathy in South Punjab, Pakistan
This research paper has discussed the effects of mother employment on the social behaviours, classroom interactions, and empathies development in South Punjab, Pakistan. Convenience sampling was used to recruit 200 mothers (N=200) all of whom had professional backgrounds (44 percent education, 25 percent medical field and 31 percent other fields). The social-emotional competencies of children were assessed with the help of the maternal reports with the help of the standardized measures that evaluated the social behaviour, interactions with the classmates, and empathy. Findings showed moderate levels of prosocial behaviour (M=2.17, SD=0.21), classroom interactions (M=2.23, SD=0.27) and manifestation of empathy (M=2.10, SD=0.25). The number of job hours and nature of the employment (public versus private sector) were found as important variables and the determinants of children developing socially and emotionally. The results indicate that the South Asian context of maternal employment and child development is a complex issue, and the employment status is not a leading factor that determines social-emotional outcomes of children. Rather, job quality, parental involvement and family dynamics are significant mediating factors. References Abbasi, E. A., Khurshid, D. R., & Zia, D. A. (2025). Effectiveness of play intervention on pre-school students' social emotional development as viewed from teachers' perspective in private sector schools of AJK. ACADEMIA International Journal for Social Sciences, 4(1), 305–317. https://doi.org/10.63056/ACAD.004.01.0073 Amir, T. S., & Kizilbash, S. (2024). Predicaments of married & single working mothers in Pakistan. Academy of Education and Social Sciences Review, 4(4), 505–515. https://doi.org/10.48112/aessr.v4i4.904 Arlianty, L., Setiawan, N., & Achdiani, Y. (2025). Single mother parenting in preschool children's social-emotional development. Indonesian Journal of Community and Special Needs Education, 5(1), 7–16. https://doi.org/10.17509/ijcsne.v5i1.82064 Baranov, V., Bhalotra, S., Biroli, P., & Maselko, J. (2020). Maternal depression, women's empowerment, and parental investment: Evidence from a randomized controlled trial. American Economic Review, 110(3), 824–859. https://doi.org/10.1257/aer.20180511 Del Bono, E., Francesconi, M., Kelly, Y., & Sacker, A. (2016). Early maternal time investment and early child outcomes. The Economic Journal, 126(607), 1879–1912. https://doi.org/10.1111/ecoj.12342 Hay, D., Paine, A. L., Perra, O., Cook, K. V., Hashmi, S., Robinson, C. L., Kairis, V., & Slade, R. (2021). Prosocial and aggressive behavior: A longitudinal study. Monographs of the Society for Research in Child Development, 86(2), 1–152. https://doi.org/10.1111/mono.12427 Hussain, S., & Usman, A. (2025). Social stigmatization, psychological distress and coping strategies among mothers of only female children in rural Punjab, Pakistan. Journal of Adolescent Development & Social Studies, 14(2), 77–96. https://doi.org/10.62345/jads.2025.14.2.77 Izzati, A. N., Hernawati, N., & Islamiah, N. (2024). The influence of mother-child attachment and caregiver-child interaction on preschool children's social-emotional development. Journal of Child, Family and Community Studies, 3(3), 167–177. https://doi.org/10.29244/jcfcs.3.3.167 Johnson, R. C., Kalil, A., & Dunifon, R. E. (2012). Employment patterns of less-skilled workers: Links to children's behavior and academic progress. Demography, 49(2), 305–330. https://doi.org/10.1007/s13524-011-0086-4 NICHD Early Child Care Research Network. (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD Study of Early Child Care. Child Development, 72(5), 1478–1500. https://doi.org/10.1111/1467-8624.00361 Qudsi, H. A., & Rizkillah, R. (2023). The social support, maternal stress, and social-emotional development of preschool children among working mothers family during COVID-19. Journal of Family Sciences, 8(1), 42737–42747. https://doi.org/10.29244/jfs.v8i1.42737 Rashdi, S. M. F., Agha, N., & Hina, B. (2025). The impact of maternal employment on children's educational attainment at primary school level: A sociological study of working mothers in Khairpur City. Inverge Journal of Social Sciences, 4(3), 288–297. https://doi.org/10.63544/ijss.v4i3.167 Sun, J., Liu, J., Liu, M., Feng, Y., & Li, Y. (2023). Maternal warmth and prosocial behaviors among Chinese preschool children: The roles of social competence sibling presence. Early Child Development and Care, 193(2), 2200338–2200351. https://doi.org/10.1080/03004430.2023.2200338 Thabrew, K. C. (2022). Study on how maternal bonding and emotionality of employed women affects work productivity and child development. Sri Lanka Journal of Social Development, 2(1), 14–32. https://doi.org/10.4038/sljsd.v2i1.14 Thomas, S., Kägström, A., Eichas, K., Inam, A., Ferrer-Wreder, L., & Eninger, L. (2023). Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition). Frontiers in Psychology, 13, Article 1020963. https://doi.org/10.3389/fpsyg.2022.1020963 Waldfogel, J., Han, W.-J., & Brooks-Gunn, J. (2002). The effects of early maternal employment on child cognitive development. Demography, 39(2), 369–392. https://doi.org/10.1353/dem.2002.0021
Copyright (c) 2026 Muhammad Rafiq-uz-Zaman https://creativecommons.org/licenses/by-nc-sa/4.0
Green Intelligence in Finance: Artificial Intelligence-Driven ESG Analytics and Sustainable Investment Performance
This study examined the role of artificial intelligence (AI)-driven Environmental, Social and Governance (ESG) analytics in enhancing sustainable investment performance. While traditional ESG ratings had been widely used in responsible investment strategies, they often suffered from data inconsistency, subjectivity and limited coverage of unstructured sustainability information. AI-based ESG systems were increasingly applied to extract deeper sustainability signals from corporate disclosures, reports and external data sources. Using portfolio-level analysis, this study compared the financial outcomes of portfolios constructed using AI-driven ESG indicators with those based on conventional ESG ratings. The results showed that AI-enhanced high-ESG portfolios achieved higher mean returns and superior Sharpe ratios than both AI-based low-ESG portfolios and traditionally rated ESG portfolios. In addition, AI-driven high-ESG portfolios demonstrated lower downside-risk exposure and smaller maximum drawdowns during market stress, indicating stronger resilience. Regression analysis further revealed that AI-derived ESG scores were more strongly associated with excess returns than traditional ESG metrics. These findings suggested that AI improved the informational efficiency of ESG assessment by capturing more accurate, forward-looking sustainability risks and opportunities. The study concluded that AI-driven ESG analytics strengthened the financial relevance of sustainability integration and supported better-informed investment decision-making. The results carried important implications for investors, regulators and corporations seeking to align AI deployment with high-integrity sustainable finance practices, while also highlighting the need for ethical and transparent AI governance in financial markets. References Albuquerque, R., Koskinen, Y., Yang, S., & Zhang, C. (2020). Resiliency of environmental and social stocks: An analysis of the exogenous COVID-19 market crash. The Review of Corporate Finance Studies, 9(3), 593–621. https://doi.org/10.1093/rcfs/cfaa011 Ali, A., & Rafiq-uz-Zaman, M. (2025). Institutional inertia vs. ethical innovation: A comparative analysis of AI governance at The Islamia University of Bahawalpur and Cambridge University Press. Contemporary Journal of Social Science Review, 3(4), 91–102. https://doi.org/10.63878/cjssr.v3i4.1695 Alshareef, M. N. (2025). Artificial intelligence-enhanced environmental, social, and governance disclosure quality and financial performance nexus in Saudi listed companies under Vision 2030. Sustainability, 17(16), Article 7421. https://doi.org/10.3390/su17167421 Bai, J., & Ng, S. (2023). Machine learning and finance. Journal of Economic Perspectives, 37(2), 195–216. https://doi.org/10.1257/jep.37.2.195 Berg, F., Kölbel, J., & Rigobon, R. (2022). Aggregate confusion: The divergence of ESG ratings. Review of Finance, 26(6), 1315–1344. https://doi.org/10.1093/rof/rfac033 Broadstock, D. C., Chan, K., Cheng, L. T. W., & Wang, X. (2021). The role of ESG performance during times of financial crisis: Evidence from COVID-19 in China. Finance Research Letters, 38, Article 101716. https://doi.org/10.1016/j.frl.2020.101716 Cao, J., Li, J., Li, W., & Zhou, Y. (2023). ESG, big data and investment decision-making. Journal of International Financial Markets, Institutions and Money, 85, Article 101757. https://doi.org/10.1016/j.intfin.2023.101757 Carlei, V. (2025). Outperforming ESG stocks portfolios: A machine learning approach to generate alpha on the S&P 500. Expert Systems with Applications, 260, Article 120157. https://doi.org/10.1016/j.eswa.2025.120157 Chen, M. A., Wu, Q., & Yang, B. (2019). How valuable is FinTech innovation? Review of Financial Studies, 32(5), 2062–2106. https://doi.org/10.1093/rfs/hhy130 Christensen, D. M., Hail, L., & Leuz, C. (2021). Mandatory CSR and sustainability reporting: Economic analysis and literature review. Review of Accounting Studies, 26(3), 1176–1248. https://doi.org/10.1007/s11142-021-09609-5 Dorfleitner, G., Halbritter, G., & Nguyen, M. (2022). The risk-return-ESG profile of sustainable mutual funds. Journal of Asset Management, 23(3), 177–192. https://doi.org/10.1057/s41260-021-00229-3 Drempetic, S., Klein, C., & Zwergel, B. (2020). The influence of firm size on the ESG score: Corporate sustainability ratings under review. Journal of Business Ethics, 167(2), 333–360. https://doi.org/10.1007/s10551-019-04164-1 Fatemi, A., Glaum, M., & Kaiser, S. (2018). ESG performance and firm value: The moderating role of disclosure. Global Finance Journal, 38, 45–64. https://doi.org/10.1016/j.gfj.2017.03.001 Fernando, G. D., Tripathy, A., & Truong, C. (2022). Corporate sustainability and firm performance: Evidence from global firms. Journal of Business Research, 153, 38–52. https://doi.org/10.1016/j.jbusres.2022.08.011 Friede, G., Busch, T., & Bassen, A. (2015). ESG and financial performance: Aggregated evidence from more than 2,000 empirical studies. Journal of Sustainable Finance & Investment, 5(4), 210–233. https://doi.org/10.1080/20430795.2015.1118917 Gibson Brandon, R., Krueger, P., & Schmidt, P. S. (2021). ESG rating disagreement and stock returns. Financial Analysts Journal, 77(4), 104–127. https://doi.org/10.1080/0015198X.2021.1950807 Grewal, J., Hauptmann, C., & Serafeim, G. (2023). Material sustainability information and stock price informativeness. Journal of Accounting and Economics, 75(1), Article 101430. https://doi.org/10.1287/mnsc.2021.4302 Hamdouni, A. (2025). The role of artificial intelligence in enhancing ESG performance. Journal of Risk and Financial Management, 18(10), Article 572. https://doi.org/10.3390/jrfm18100572 Huang, D., Huang, J., & Wan, J. (2023). ESG investment: A review of the literature. Pacific-Basin Finance Journal, 76, Article 102047. https://doi.org/10.1016/j.pacfin.2022.102047 Huang, R., & Renneboog, L. (2020). The effects of ESG ratings on firm performance. European Corporate Governance Institute - Finance Working Paper No. 722/2020. https://doi.org/10.2139/ssrn.3722732 Krueger, P., Sautner, Z., & Starks, L. T. (2020). The importance of climate risks for institutional investors. Review of Financial Studies, 33(3), 1067–1111. https://doi.org/10.1093/rfs/hhz137 Kumar, S., Managi, S., & Matsuda, A. (2022). Stock market response to COVID-19: Evidence from sustainability indices. Economic Analysis and Policy, 74, 44–58. https://doi.org/10.1016/j.eap.2022.01.004 Li, F., Mai, F., Shen, R., & Yan, X. (2020). Measuring corporate culture using machine learning. Review of Financial Studies, 33(5), 2326–2376. https://doi.org/10.1093/rfs/hhz080 Li, Z., Liao, G., & Wang, Z. (2023). ESG performance and financial performance: Evidence from global firms. Technological Forecasting and Social Change, 189, Article 122337. https://doi.org/10.1016/j.techfore.2023.122337 Lim, T. (2024). Environmental, social, and governance (ESG) and artificial intelligence in finance: State-of-the-art and research takeaways. Artificial Intelligence Review, 57(4), Article 76. https://doi.org/10.1007/s10462-024-10708-3 Liu, Y., Song, J., Zhou, B., & Liu, J. (2025). Artificial intelligence applications and corporate ESG performance. International Review of Economics & Finance, 104, Article 104559. https://doi.org/10.1016/j.iref.2025.104559 Pedersen, L. H., Fitzgibbons, S., & Pomorski, L. (2021). Responsible investing: The ESG-efficient frontier. Journal of Financial Economics, 142(2), 572–597. https://doi.org/10.1016/j.jfineco.2020.11.001 Rafiq-uz-Zaman, M. (2022). Redesign for 21st-century skills: Preparing learners for a rapidly changing workforce. Journal of Business Insight and Innovation, 1(2), 89–102. https://doi.org/10.5281/zenodo.17844804 Rafiq-uz-Zaman, M. (2023). Teacher training needs for skill-based education: A review of competencies, barriers, and professional development gaps. Inverge Journal of Social Sciences, 2(3), 166–182. https://doi.org/10.63544/ijss.v2i3.212 Raghunandan, A., & Rajgopal, S. (2022). Do ESG funds make stakeholder-friendly investments? Review of Accounting Studies, 27(3), 822–863. https://doi.org/10.1007/s11142-021-09636-y Walz, U., & Wranik, P. (2023). Artificial intelligence in finance: Applications, risks and regulation. Journal of Banking Regulation, 24(1), 125–143. https://doi.org/10.1057/s41261-022-00194-5 Whelan, T., Atz, U., Van Holt, T., & Clark, C. (2021). ESG and financial performance: Uncovering the relationship. Journal of Sustainable Finance & Investment, 11(4), 311–330. https://doi.org/10.1080/20430795.2021.1920510 Widyawati, L. (2020). A systematic literature review of socially responsible investment and environmental social governance metrics. Business Strategy and the Environment, 29(2), 619–637. https://doi.org/10.1002/bse.2393 Wong, W., & Zhang, X. (2022). Is ESG investing a fad or the future? Evidence from global stock markets. Journal of International Financial Markets, Institutions and Money, 80, Article 101618. https://doi.org/10.1016/j.intfin.2022.101618 Xiao, Y., & Xiao, L. (2025). The impact of artificial intelligence-driven ESG practices on sustainable development performance of Chinese central state-owned enterprises. Scientific Reports, 15, Article 8548. https://doi.org/10.1038/s41598-025-17046-6
Copyright (c) 2026 Hind Gatoi, Islam Belhaoua, Kashf Akhtar , Miqdad Qadir, Nida Mohammad , Muhammad Ali https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Educational Leadership Styles on Teacher Productivity: A Comprehensive Review
Teacher productivity, teacher motivation, and effectiveness of the institutions are core elements that depend on educational leadership. This is a rigorous comprehensive literature review that summarizes 64 empirical studies that were published in 2016-2025 to explore the effects of different leadership styles on teacher productivity in learning institutions. Based on the PRISMA framework and quality assessment programs, we reviewed studies in K-12 and higher education settings. The results indicate that transformational leadership which involves visionary inspiration and mentorship as well as individualized consideration are associated to have the greatest effect on teacher productivity (b = 0.52-0.70), instructional leadership which is based on pedagogical support (b = 0.45-0.65) and democratic leadership based on collaboration (b = 0.40-0.55). Transactional leadership has a small short-term impact (b = 0.20-0.35) but is not sustainable whereas autocratic and laissez-faire leadership styles have negative implications on teacher performance. The most important mediating variables are job satisfaction, school climate, and professional development engagement. It is important to note that the effectiveness of leadership is heavily contextual such as the resources available in the school, the structure of governance, the cultural values and the socioeconomic context. Instead of adopting the single style, integrated, hybrid methods involving transformational vision, instructional expertise, and collaborative structures are more effective. The review marks out such crucial problems as the administrative overload, resource limitations, and the lack of preparedness among leaders. The main implications of the study to practitioners will be the creation of multifaceted leadership competence, instructional focus, positive school climate, and lifelong professional growth. The policymakers would need to enhance principal preparation, provide an environment where effective leadership can be achieved and align accountability and support development. Future studies ought to examine contextual moderators, implementation processes and long-term sustainability of leadership strategies. This review establishes that strategic educational leadership is one of the pillars of investment in enhancing teacher productivity and organizational performance. References Abbasi, S., Abbasi, P., Alvi, H., Murk, T., & Sajjad, R. (2025). The impact of leadership styles on teacher effectiveness: A study in Larkana schools. The Critical Review of Social Sciences Studies. https://doi.org/10.59075/08p39x93 Adriantoni, A., Komariah, A., Nurdin, D., & Herawan, E. (2023). The effect of transformational leadership and madrasah climate on elementary school teacher performance. Journal of Innovation in Educational and Cultural Research, 4(2). https://doi.org/10.46843/jiecr.v4i2.647 Ahmed, A. A. (2024). The impact of principal leadership styles on teachers’ job performance in primary schools. Human Nature Journal of Social Sciences. https://doi.org/10.71016/hnjss/rzk5dd68 Akullo, E. A., & Kamanyire, V. (2023). Head teacher leadership styles and teacher performance in primary schools in Kaabong District, Uganda. Journal of Education and Practice. https://doi.org/10.47941/jep.1182 Alzoraiki, M., Ahmad, A. R., Ateeq, A., & Milhem, M. (2024). The role of transformational leadership in enhancing school culture and teaching performance in Yemeni public schools. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1413607 Andriadi, D., & Sulistiyo, U. (2024). The influence of transformational and instructional leadership styles of school principals on teachers’ performance, motivation, job satisfaction, and student achievement in primary and secondary schools. PPSDP International Journal of Education, 3(2). https://doi.org/10.59175/pijed.v3i2.335 Angwaomaodoko, & Anthony, E. (2023). The effect of leadership styles on teacher job satisfaction in Nigerian secondary schools. International Research in Education, 11(2). https://doi.org/10.5296/ire.v11i2.21012 Arina, Y., Revita, Y., Gistituati, N., & Rusdinal, R. (2023). The influence of principals’ participative leadership style and work climate on public middle school teacher performance. Edunesia: Jurnal Ilmiah Pendidikan, 4(3). https://doi.org/10.51276/edu.v4i3.487 As-Sadeq, H. A., & Khoury, G. (2006). Leadership styles in the Palestinian large-scale industrial enterprises. Journal of European Industrial Training. https://doi.org/10.1108/02621710610692043 Bhatti, N., Maitlo, G. 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Leading with impact: The relationship between school heads’ multifactor leadership styles and teachers’ job satisfaction in public secondary schools. British Journal of Teacher Education and Pedagogy, 4(6). https://doi.org/10.32996/bjtep.2025.4.6.1 Ed-Valsania, S., Lagua, A., & Moriano, J. A. (2022). Burnout: A review of theory and measurement. International Journal of Environmental Research and Public Health, 19(3), Article 1780. https://doi.org/10.3390/ijerph19031780 Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education Policy Analysis Archives, 12(42). https://doi.org/10.14507/epaa.v12n42.2004 Hadijah, N. (2024). The impact of leadership styles on teacher performance. Research Invention Journal of Law, Communication and Languages. https://doi.org/10.59298/rijlcl/2024/411318 Han, Y. (2025). The impact of leadership styles on effective education management. Forum for Linguistic Studies, 7(2). https://doi.org/10.30564/fls.v7i2.7839 Harianto, J. E., Umam, F. C., Ginanjar, F., Hidayat, Y., & Muiz, A. (2025). The impact of leadership styles on school performance: A comparative study of educational management models. International Journal for Science Review, 2(3). https://doi.org/10.71364/ijfsr.v2i3.23 Harsoyo, R. (2022). Bernard M. Bass’s transformational leadership theory and its application in improving the quality of Islamic educational institutions. Sajie: South Asian Journal of Islamic Education, 3(2). https://doi.org/10.21154/sajiem.v3i2.112 Hossen, B. (2024). Administrators’ leadership styles in Industrial Revolution 4.0 toward a proposed leadership educational model. International Multidisciplinary Research Journal. https://doi.org/10.54476/ioer-imrj/196274 Htun, S. S., Chakkaravarthy, M., & Bhaumik, A. (2025). Impact of emotional intelligence and leadership styles on employees’ job performance: A review paper. Journal of Multidisciplinary Research for SMET, 1(1). https://doi.org/10.64297/jmrsmet.v1i1.3 Hutasuhut, N. A., Simbolon, A. M. Y., Salsabilah, D., Siregar, R., & Siregar, S. A. (2025). The role of educational leadership in improving educational quality. Academia: Jurnal Inovasi Riset Akademik, 5(4). https://doi.org/10.51878/academia.v5i4.8226 Jaarsveld, L. V., Mentz, P. J., & Ellis, S. (2019). Implementing the multifactor leadership questionnaire (MLQ) in a challenging context. International Journal of Educational Management. https://doi.org/10.1108/IJEM-02-2018-0041 Joseph, C., & Sultana, M. (2025). Leadership styles of school heads and their impact on teacher performance: A qualitative study in private schools of District South Karachi. The Critical Review of Social Sciences Studies. https://doi.org/10.59075/qnfe3s74 Kairupan, D. (2023). Transactional and transformational leadership styles on the effectiveness of work from home and work productivity. Telaah Bisnis, 24(1). https://doi.org/10.35917/tb.v24i1.335 Khan, F. (2023). 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East African Scholars Journal of Economics, Business and Management, 8(1). https://doi.org/10.36349/easjebm.2025.v08i01.006 Noor, S., Adnan, M., Rehman, L., & Shafiq, A. (2024). The impact of leadership styles on teacher self-efficacy and professional development. Bulletin of Business and Economics. https://doi.org/10.61506/01.00424 Novita, P., Cahya, Y. F., & Meilani, P. (2025). Reconstructing educational leadership theory: Building a holistic framework for 21st century schools. Feedforward Journal of Human Resource, 5(1). https://doi.org/10.19166/ff.v5i1.9577 Pacia, D. R., & Guevarra, P. M. (2023). Influence of path–goal theory of leadership styles and the moderating role of task structure on teachers’ satisfaction, motivation, and performance. International Journal of Multidisciplinary Applied Business and Education Research, 4(7). https://doi.org/10.11594/ijmaber.04.07.15 Pallangyo, H., & Mwila, P. (2025). Leadership styles and teacher job performance: Enhancing productivity in Tanzanian secondary schools. Global Journal of Basic Education, 1(1). https://doi.org/10.61227/gjbe.v1i1.169 Pitriani, E. (2024). Educational leadership in improving school performance and teacher professional development: A literature review. PPSDP International Journal of Education, 3(2). https://doi.org/10.59175/pijed.v3i2.312 Puspitadani, E., Yudea, F., & Loo, F. (2022). Educational leadership and learning quality: The influence of the principal’s leadership style on teacher performance. Jurnal Ilmu Pendidikan dan Humaniora, 11(3). https://doi.org/10.35335/jiph.v11i3.24 Rafiq-uz-Zaman, M. (2023). Analysis of leadership styles and decision-making effectiveness in public sector universities in Pakistan: A systematic review. Inverge Journal of Social Sciences, 2(1), 72–91. https://doi.org/10.63544/ijss.v2i1.209 Rafiq-uz-Zaman, M. (2025). Unpacking the leadership and governance crisis in Pakistani universities: Structural, political, and institutional drivers. The Critical Review of Social Sciences Studies, 3(4), 901–912. https://doi.org/10.59075/pk8zan95 Rafiq-uz-Zaman, M., Bano, S., & Naveed, Y. (2025). Comparative analysis of authoritative and democratic leadership styles and their impact on school management effectiveness. Inverge Journal of Social Sciences, 4(2), 105–117. https://doi.org/10.63544/ijss.v4i2.132 Romy, E. (2024). Examining the impact of leadership approach and principal’s drive on educator productivity. Jurnal Ekonomi, Bisnis & Entrepreneurship. https://doi.org/10.55208/bzq06z82 Saepurohman, L., & Satori, D. (2021). The effect of servant leadership on teacher performance. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210212.040 Sarah, M., Bariham, I., & Quansah, J. Y. D. (2023). Impact of headteachers’ leadership styles on teachers’ job performance in Sagnarigu Municipality, Ghana. Social Education Research. https://doi.org/10.37256/ser.4220232903 Sari, N., Ilham, D., Hasbi, H., & Mardhiah, M. (2025). The role of leadership styles in improving educational standards. International Journal of Asian Education, 6(1). https://doi.org/10.46966/ijae.v6i1.467 Sarwar, U., Tariq, R., & Yong, Q. Z. (2022). Principals’ leadership styles and their impact on teachers’ performance at college level. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.919693 Sitiol, D. L., Mwamba, G., & Kobuthi, E. N. (2025). Head teachers’ leadership styles and pupils’ KCPE performance: A case study of Imaroro Ward, Kenya. Human Resource and Leadership, 5(1), 62–79. https://doi.org/10.70619/vol5iss1pp62-79 Sugiyanto, H. (2025). Leadership styles, quality of education, and educational institution management: A systematic review from a sustainable education perspective. 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Copyright (c) 2026 Atif Nadeem, Saima Iram , Haseen Akhtar https://creativecommons.org/licenses/by-nc-sa/4.0
Enterprise Intelligence 5.0: Human AI Co-Creation Models for Strategic Leadership, Innovation, and Competitive Advantage
This study examined Enterprise Intelligence 5.0 as a human–AI co-creation paradigm where artificial intelligence functions as a strategic partner, not a substitute. A quantitative design investigated how human–AI co-creation, leadership orientation, organizational learning, and trust in AI influence innovation performance and competitive advantage. Data from a structured survey of managers in AI-enabled organizations revealed that human–AI co-creation exerted the strongest positive effect on innovation, followed by leadership orientation, organizational learning, and trust. Innovation increased significantly with higher AI adoption, showing Enterprise Intelligence 5.0 enhances exploratory capability, creativity, and strategic agility. The findings indicate AI’s value is realized not through technology alone, but via quality human–AI collaboration supported by ethical leadership, a learning culture, and governance. Theoretically, the study frames Enterprise Intelligence 5.0 as a socio-technical system of augmentation, not automation. Practically, it emphasizes leadership commitment, transparency, AI literacy, and responsible governance to sustain innovation. Future research should adopt longitudinal and mixed methods to explore evolving co-creation dynamics. A key insight is the importance of iterative feedback loops allowing humans to refine AI, boosting accuracy and trust. Organizations with co-learning environments and psychological safety reported higher adoption and innovation. Integrating AI into cross-functional workflows accelerated decision-making and data-driven experimentation. Successful deployment relies on ethical oversight and inclusivity, aligning AI with organizational values. Early-adopting sectors like healthcare and finance saw gains in personalization and risk management. Thus, Enterprise Intelligence 5.0 is more about strategic human-machine alignment than technological sophistication. Sustaining advantage requires continuous skill development, interdisciplinary collaboration, and governance frameworks balancing innovation with accountability. Future studies should explore sector-specific barriers and AI's long-term impact on workforce dynamics and organizational resilience. References Akpan, I. J., Soopramanien, D., & Kwak, D. H. (2022). Cutting-edge technologies for small business and innovation in the era of COVID-19 global health pandemic. Journal of Small Business & Entrepreneurship, 34(2), 123–140. https://doi.org/10.1080/08276331.2020.1799294 Araujo, T., Helberger, N., Kruikemeier, S., & de Vreese, C. H. (2020). In AI we trust? Perceptions about automated decision-making. Journal of Information Technology, 35(1), 37–57. https://doi.org/10.1177/0268396219862972 Aroles, J., Mitev, N., & Vaujany, F.-X. de. (2019). 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Artificial intelligence and innovation management: A review and research agenda. Journal of Innovation & Knowledge, 6(3), 253–269. https://doi.org/10.1016/j.jik.2020.11.002 Huang, M.-H., & Rust, R. T. (2021). A strategic framework for artificial intelligence in marketing. Journal of the Academy of Marketing Science, 49, 30–50. https://doi.org/10.1007/s11747-020-00737-0 Ivanov, S. (2020). The impact of automation on tourism and hospitality jobs. Tourism Management, 81, 104311. https://doi.org/10.1016/j.tourman.2020.104311 Jarrahi, M. H. (2018). Artificial intelligence and the future of work: Human–AI symbiosis in organizational decision-making. Business Horizons, 61(4), 577–586. https://doi.org/10.1016/j.bushor.2018.03.007 Le, P. B., & Lei, H. (2019). The mediating role of trust in knowledge sharing and organizational learning. Leadership & Organization Development Journal, 40(1), 68–84. https://doi.org/10.1108/LODJ-06-2018-0215 Leyer, M., & Schneider, S. (2023). 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Copyright (c) 2026 Sohrab Khan Magsi, Muhammad Ahmad, Muhammad Amoon Khalid, Muhammad Irfan Syed, Jafar Ali, Maham Fazal https://creativecommons.org/licenses/by-nc-sa/4.0
Awareness, Competence, and Perceptions of Augmented Reality, Virtual Reality, and the Metaverse among Pakistani University Librarians
This study assesses the readiness of Pakistani university librarians for Augmented Reality (AR), Virtual Reality (VR), and Metaverse technologies by examining their awareness, competence, interest, and perceptions. A quantitative survey design was employed, with data collected from 96 librarians via a validated online questionnaire. Descriptive statistics were used to analyse demographic profiles, awareness, proficiency, interest levels, and perceived future roles of these technologies. Librarians demonstrated moderate to high awareness of AR and the Metaverse but lower awareness of VR. Practical proficiency was limited across all three technologies. However, strong interest was expressed in learning and integrating these tools into library services. Perceptions of the Metaverse’s future role varied, with many anticipating moderates to transformative impacts. The study calls for targeted training programs, curriculum revisions, and institutional investments in infrastructure and partnerships to bridge the competence gap and foster technology adoption. This is the first empirical study in Pakistan to focus on librarians’ readiness for immersive technologies, offering foundational insights for policy, practice, and future research in developing countries. References Abid, S., Awan, B., Ismail, T., & et al. (2019). Artificial intelligence: Medical students' attitude in district Peshawar Pakistan. Pakistan Journal of Public Health, 9(1), 19–21. Adeyemi, I. O., Sulaiman, K. A., Abdulsalam, Z. M., & et al. (2023). Virtual and augmented reality as predictors of users’ intention to use Lagos State Public Library, Lagos State, Nigeria. The Electronic Library, 41(5), 682–699. https://doi.org/10.1108/EL-11-2022-0257 Ajani, Y. A., Enakrire, R. T., Oladokun, B. D., & et al. (2023). Reincarnation of libraries via metaverse: A pathway for a sustainable knowledge system in the digital age. Business Information Review. Advance online publication. https://doi.org/10.1177/02663821231208044 Alam, A. (2022). Employing adaptive learning and intelligent tutoring robots for virtual classrooms and smart campuses: Reforming education in the age of artificial intelligence. In R. N. Shaw, S. Das, V. Piuri, & et al. (Eds.), Advanced computing and intelligent technologies (pp. 395–406). Springer. https://doi.org/10.1007/978-981-16-2164-2_30 Alex, K., Vrushank, S., & Sita, R. (2023). Handbook of research on AI-based technologies and applications in the era of the metaverse. IGI Global. https://doi.org/10.4018/978-1-7998-9805-1 Alkhwaldi, A. F. (2023). Understanding learners’ intention toward metaverse in higher education institutions from a developing country perspective: UTAUT and ISS integrated model. Kybernetes. Advance online publication. https://doi.org/10.1108/K-02-2023-0286 Anna, N. E. V., Harisanty, D., & Ismail, N. (2023). Libraries on metaverse, do they exist? Library Hi Tech News, 40(6), 1–2. https://doi.org/10.1108/LHTN-09-2023-0105 Asif, M., Shahid, S., & Rafiq-uz-Zaman, M. (2025). Immersive technologies, awe, and the evolution of retail in the metaverse. International Premier Journal of Languages & Literature, 3(4), 713–748. https://ipjll.com/ipjll/index.php/journal/article/view/295 Asif, M., Ali, A., & Shaheen, F. A. (2025). Assessing the Effects of Artificial Intelligence in Revolutionizing Human Resource Management: A Systematic Review. Social Science Review Archives, 3(4), 2887–2908. https://doi.org/10.70670/sra.v3i3.1055 Aslam, M., & Asif, M. (2025). Organizational Power Structures and the Reproduction of Gender Inequality. Apex Journal of Social Sciences, 4(1), 57-67. https://apexjss.com/index.php/AJSS/article/view/19 Dahya, N., King, W. E., Lee, K. J., & et al. (2021). Perceptions and experiences of virtual reality in public libraries. Journal of Documentation, 77(3), 617–637. https://doi.org/10.1108/JD-07-2020-0117 Dalili Saleh, M., Salami, M., Soheili, F., & et al. (2021). Augmented reality technology in the libraries of universities of medical sciences: Identifying the application, advantages and challenges and presenting a model. Library Hi Tech, 40(6), 1782–1795. https://doi.org/10.1108/LHT-01-2021-0006 Daradkeh, M. (2023a). Intelligent librarians in the metaverse: Concept, competencies, and career pathways. In Handbook of research on advancements of contactless technology and service innovation in library and information science (pp. 45–63). IGI Global. https://doi.org/10.4018/978-1-7998-7957-9.ch004 Daradkeh, M. (2023b). Intelligent libraries: Using metaverse as an enabling technology. In Applications of neuromarketing in the metaverse (pp. 1–18). IGI Global. https://doi.org/10.4018/978-1-6684-7126-7.ch001 Daradkeh, M. (2023c). Metaverse librarians: A new profession for intelligent libraries. In Handbook of research on consumer behavioral analytics in metaverse and the adoption of a virtual world (pp. 253–272). IGI Global. https://doi.org/10.4018/978-1-6684-7936-0.ch016 Denda, K., & Hunter, J. (2016). Building 21st century skills and creating communities: A team-based engagement framework for student employment in academic libraries. Journal of Library Administration, 56(3), 251–265. https://doi.org/10.1080/01930826.2016.1151359 Devagiri, J. S., Paheding, S., Niyaz, Q., & et al. (2022). Augmented reality and artificial intelligence in industry: Trends, tools, and future challenges. Expert Systems with Applications, 207, Article 118002. https://doi.org/10.1016/j.eswa.2022.118002 Diseiye, O., Ukubeyinje, S. E., Oladokun, B. D., & et al. (2024). Emerging technologies: Leveraging digital literacy for self-sufficiency among library professionals. Metaverse Basic and Applied Research, 3, 59–59. 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The information needs of users in the metaverse communities: A grounded theory study. Library Hi Tech. Advance online publication. https://doi.org/10.1108/LHT-10-2023-0273 Guo, Y., Yuan, Y., Li, S., & et al. (2023). Applications of metaverse-related technologies in the services of US urban libraries. Library Hi Tech. Advance online publication. https://doi.org/10.1108/LHT-05-2023-0175 Holappa, H., Ylipulli, J., Rautiainen, S., & et al. (2018). VR application for technology education in a public library. In Proceedings of the 17th International Conference on Mobile and Ubiquitous Multimedia (pp. 521–527). Association for Computing Machinery. https://doi.org/10.1145/3282894.3289719 Hollister, J. M., & Lee, J. (2022). An exploratory study on virtual reality and related technologies in terminal LIS degree programs in the United States and South Korea. 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Beyond mouse and keyboard: Expanding design considerations for information visualization interactions. IEEE Transactions on Visualization and Computer Graphics, 18(12), 2689–2698. https://doi.org/10.1109/TVCG.2012.172 Lee, J., Hollister, J. M., Lim, T., & et al. (2022). A case review for the design of VR-based training for enhancing empathy and cultural competency of public librarians. International Journal of Knowledge Content Development & Technology, 12(Special Issue), 81–100. https://doi.org/10.34163/ijkcdt.2022.12.s.81 Leetaru, K. H. (2015). Mining libraries: Lessons learned from 20 years of massive computing on the world’s information. Information Services & Use, 35(1–2), 31–50. https://doi.org/10.3233/ISU-150749 Li, X., & Zhao, Y. (2023). Exploring the visual interaction design for Eurasia University Library’s digital twin model under the metaverse study. 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