Impact of Financial Stress and Peer Pressure on Anxiety and Aggression among University Students

This paper provides insights into the journey of a liberal arts university in Pakistan towards adopting online or remote Open-Book Examination (OBE) as an attempt to shift from conventional examination to foster deeper learning, critical thinking, and knowledge application skills among undergraduate students. This journey encompassed the creation of a twelve-member Community of Practice (CoP) involving diverse stakeholders representing the full spectrum of the university community including faculty, students, leadership, and administrative departments. After a series of regulated meetings, the CoP collaboratively developed assistive resources for the faculty to be able to plan for, prepare, and implement OBE. This initiative was housed at the Center for Learning and Teaching (CLT), a hub of pedagogic innovation and excellence. The OBE resources were disseminated to all faculty through the webpage. These resources are available for viewership beyond the institutional community and serve as a guide for faculty in Higher Education willing to adopt the OBE approach. The paper also unpacks some key attributes of OBE and sets a way forward for capacity building in low-resourced institutes.