The second day of the New Faculty Induction & Academic Practice Program, organized by the Directorate of Training & Development, GCUF under its *Induction Training Program* focused on strengthening contemporary teaching and assessment practices in higher education.

The first session was led by Prof. Dr. Mariam Rehman, who explored modern pedagogical approaches, assessment literacy, and the effective use of formative and summative assessment to enhance learning outcomes. The session highlighted the application of Bloom’s Taxonomy (cognitive domain), Dave’s Taxonomy (psychomotor domain), and Krathwohl’s Taxonomy (affective domain) in designing learning outcomes, teaching activities, and meaningful assessments. Particular emphasis was placed on improving the quality of education through valid, purposeful, and learning-oriented assessment practices.

The second session, conducted by Prof. Dr. Muhammad Aamer Mehmood*, focused on Effective teaching through classroom management, student engagement, and learner-centred pedagogy. The discussion addressed common classroom challenges, particularly the “Silent Class Problem,” and explored practical strategies for *transforming passive classrooms into interactive, participatory, and student-centred learning environments.

The sessions were further enriched by the active participation, reflections, questions, and experience-sharing of the participating faculty members, making the training highly interactive and practice-oriented.

The program reflects GCUF’s continued commitment to developing a future-ready academic culture where teaching is intentionally designed around how students learn, engage, and succeed.