Inverge Journal of Social Sciences
type: channel
description: 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.
publisher: Inverge Consultancy (pvt) Ltd
language: en-US
publication name: Inverge Journal of Social Sciences
issn: 3007-2018
copyright: The work is concurrently licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which permits others to share the work with an acknowledgement of the authorship and the work's original publication in this journal, while the authors retain copyright and grant the journal the right of first publication.
items: The Impact of Working Mothers on Children’s Social Behaviours, Classroom Interactions, and Empathy in South Punjab, Pakistan
items: Green Intelligence in Finance: Artificial Intelligence-Driven ESG Analytics and Sustainable Investment Performance
items: The Impact of Educational Leadership Styles on Teacher Productivity: A Comprehensive Review
items: Enterprise Intelligence 5.0: Human AI Co-Creation Models for Strategic Leadership, Innovation, and Competitive Advantage
items: Awareness, Competence, and Perceptions of Augmented Reality, Virtual Reality, and the Metaverse among Pakistani University Librarians

The Impact of Working Mothers on Children’s Social Behaviours, Classroom Interactions, and Empathy in South Punjab, Pakistan
type: item
description: 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/10.1…
creator: Muhammad Rafiq-uz-Zaman
rights: Copyright (c) 2026 Muhammad Rafiq-uz-Zaman https://creativecommons.org/licenses/by-nc-sa/4.0
license: https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
volume: 5
number: 1
starting page: 1
ending page: 14
doi: 10.63544/ijss.v5i1.215

Green Intelligence in Finance: Artificial Intelligence-Driven ESG Analytics and Sustainable Investment Performance
type: item
description: 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…
creator: Hind Gatoi
creator: Islam Belhaoua
creator: Kashf Akhtar
creator: Miqdad Qadir
creator: Nida Mohammad
creator: Muhammad Ali
rights: Copyright (c) 2026 Hind Gatoi, Islam Belhaoua, Kashf Akhtar , Miqdad Qadir, Nida Mohammad , Muhammad Ali https://creativecommons.org/licenses/by-nc-sa/4.0
license: https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
volume: 5
number: 1
starting page: 15
ending page: 27
doi: 10.63544/ijss.v5i1.216

The Impact of Educational Leadership Styles on Teacher Productivity: A Comprehensive Review
type: item
description: 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 leade…
creator: Atif Nadeem
creator: Saima Iram
creator: Haseen Akhtar
rights: Copyright (c) 2026 Atif Nadeem, Saima Iram , Haseen Akhtar https://creativecommons.org/licenses/by-nc-sa/4.0
license: https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
volume: 5
number: 1
starting page: 28
ending page: 41
doi: 10.63544/ijss.v5i1.217

Enterprise Intelligence 5.0: Human AI Co-Creation Models for Strategic Leadership, Innovation, and Competitive Advantage
type: item
description: 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, …
creator: Sohrab Khan Magsi
creator: Muhammad Ahmad
creator: Muhammad Amoon Khalid
creator: Muhammad Irfan Syed
creator: Jafar Ali
creator: Maham Fazal
rights: 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
license: https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-04
publication date: 2026-01-04
volume: 5
number: 1
starting page: 42
ending page: 53
doi: 10.63544/ijss.v5i1.220

Awareness, Competence, and Perceptions of Augmented Reality, Virtual Reality, and the Metaverse among Pakistani University Librarians
type: item
description: 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/10.1177/026638212312…
creator: Hina Sardar
creator: Muhammad Kabir Khan
rights: Copyright (c) 2026 Hina Sardar, Muhammad Kabir Khan https://creativecommons.org/licenses/by-nc-sa/4.0
license: https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-05
publication date: 2026-01-05
volume: 5
number: 1
starting page: 54
ending page: 72
doi: 10.63544/ijss.v5i1.221