The focus of this special issue is on innovation, digital transformation, the development of competencies in students and employability in education systems today. The gathered articles address the challenges of adapting to technological change and changing learner needs at different levels of education.

Various studies are dedicated to implementing digital platforms and educational technologies in the practicum of teaching, art education, and cultural learning, which shows the use of technologies to support the development of classroom observation, creativity and innovation skills. Application-based learning and metaverse research are both part of the new trends in immersive and technology-based learning.

Other notable groups of articles examine student motivation, collaborative problem-solving, inquiry-based instruction, and learning loss. The studies offer empirical information regarding the impact of pedagogical approaches on academic engagement, performance, and applied skills.

Also in the issue, institutional and systemic aspects are discussed such as whole-school development approaches and talent training models to build employability and workforce alignment. The special issue addresses both instructional and structural issues, providing a comprehensive understanding of educational improvement.

The collection of essays provides theory and models for improving education's quality, equity, and relevance in an increasingly global world. The special issue contributes to the ongoing scholarly discussion on the subject of innovation in education and facilitates policy oriented education reforms in line with sustainable development goals.

Editorial Note

Shanlax International Journal of Education is proud to present the April 2025 Special Issue, a compilation of a variety of scholarly contributions that focus on the innovations and transformative practices that are occurring in the field of education today. This issue is an expression of the changes in the teaching and learning, leadership, and institutional development in the school and higher education environments.

The articles examine new areas of research, including digital platforms implementation during teacher practicum, collaborative problem-solving skills, academic motivation, inquiry-based teaching, learning loss, and employability models. The “Digital technologies in education” and the incorporation of the metaverse applications are highlighted in multiple contributions for their role in improving students' engagement and innovation capacity.

One of the highlights of this issue is its international focus, with research undertaken in Thailand, China, and other education context in Asia. The studies collectively show the importance of pedagogical innovations, whole school development strategies and talent training models for better learning outcomes and workforce readiness.

This special issue provides practical recommendations to educators, administrators and policymakers through the empirical investigations and applied research approaches. It is in keeping with the journal's mission of supporting evidence-based learning innovation, technology in learning and sustainable development in line with global priorities for education.

This issue makes a valuable contribution to the continuing debate on quality education, innovation and student-centred learning in the 21st Century.

Special Issue: New Directions in Education: Language Teaching, Regional Resilience, and Student Well-being

Guest Editor: Dr.Surattana Adipat

The special issue is dedicated to the concepts of leadership innovation, internal supervision systems and balanced development in the education system in the context of fast changing socio-economic environments. The articles collectively examine the impact of both policy-driven guarantee systems and administrative leadership and regional dynamics on educational equity and institutional performance.

Another set of studies focuses on the innovative leadership of school administrators, and its association with effective internal supervision, showing strong positive relationships between school leadership and school improvement processes. The results highlight the significance of visionary leadership, collaboration, risk management, and innovative work cultures.

The other significant contribution is to the study of regional differences in compulsory education in general, a study that also considers the urban/rural divide, and the intermediary role played by guarantee systems in fostering balanced development. The study demonstrates that policy-backed guarantee systems can have a strong impact on improving educational equity and can be tailored to the socio-economic context in the region.

Themes on governance accountability, distribution of resources, infrastructure development, teacher capacity building, and community participation are prominent throughout the issue as key factors to strengthen education systems. The theme raises theoretical questions about educational equity and provides policy recommendations based on evidence.

Overall, this special issue offers a coherent and policy-relevant stream of research that contributes to the understanding of leadership, supervision, and systemic reform in education in international and comparative contexts.

Editorial Note

We are pleased to announce the publication of the Special Issue No. 1, Volume 13 of the Shanlax International Journal of Education which presents scholarly works on current issues in Educational Leadership, Governance, Equity, and Policy Reforms in Education. This special issue showcases empirical and mixed-method studies on the nature of innovative leadership practices, internal supervision, regional educational differences, and systemic reform in various national contexts.

The studies included in this resource focus on the importance of leadership innovation, guarantee systems and regional dynamics on educational quality, institutional effectiveness and balanced development. This issue offers important comparative insights into the effect of policy frameworks and administrative strategies on educational equity, using evidence from Thailand and China.

The articles share a common theme of the importance of governance systems and institutional support networks to foster inclusive and quality education in the context of SDG 4. The research highlights the importance of data-informed policy making and the need for community involvement and accountability measures to close the gaps and improve school systems.

The purpose of this special issue is to make practical recommendations and theoretical advances in educational leadership and reform to inform policy makers, school leaders, researchers, and education stakeholders. This issue, following rigorous peer review and scholarly discussion, further reinforces the journal's dedication to disseminating new ideas and insights on educational development and excellence for the world.

This Volume 11, Special Issue 1 (October 2023) presents a wide variety of peer-reviewed research papers concerning integration of artificial intelligence, digital transformation, psychological resilience, teacher development and curriculum innovation in education.

The issue starts with an empirical case study on using ChatGPT-4 for qualitative data analysis, specifically on code generation, category creation, theme building, and direct quotations. This research study adds to the methodological discussion of research practices using AI.

Themes of digital transformation carry on in research on digital leisure, assessment practices that are supported by web 2.0 technologies, teachers' professional presence in social media, and strategies for technology-supported classrooms. These contributions highlight how education and digital ecosystems are increasingly intertwined.

Examples of socio-emotional research involve the study of foreign language learning anxiety, fear of COVID-19, self-regulation, depression, stress, hope, life satisfaction, and teacher self-efficacy. This is because the psychological constructs are mediating roles which reveals the complexity of learner and teacher experiences in the current context.

The other contributions focus on giftedness in mathematics, activity based music teaching, orientations to sportsmanship, the evaluation of scientific content of biology textbooks, and lesson study in teacher training. Comparative and cross-cultural perspectives are included, such as those from Turkey and Thailand, enhancing the global relevance of the issue.

In general, this Special Issue merges the technological innovative aspects with psychological, pedagogical and institutional perspectives in education. It is both empirical and theoretically sound, and reflects the international standards of research in education in a way that makes an important contribution to current educational scholarship.

EDITORIAL NOTE

This Special Issue (Volume 11, Special Issue 1, October 2023) of the Shanlax International Journal of Education brings forth a visionary lineup of research papers, addressing themes of artificial intelligence, digital transformation, pedagogical innovation, psychological well-being and curriculum development in a critical and scholarly manner.

One significant aspect of this issue is the article in the opening that discusses the use of ChatGPT in qualitative data analysis, which highlights the potential of AI to support educational research methodologies. This contribution introduces AI as a methodological element in modern qualitative research.

The issue also covers digital leisure change, innovative teaching methods (e.g., teaching linear algebra with manga), formative assessment using Web 2.0 (e.g., Kahoot), as well as models of integrating technology into learning. These studies highlight the development of the digital landscape that affects education systems in the world.

Psychological and socio-emotional issues are particularly highlighted in research on foreign language anxiety, self-efficacy, depression, stress in the context of COVID-19, perspectives on organizational identity, self-accountability, and giftedness. There are several empirical studies in this issue that are still ongoing, reflecting the impact of the pandemic on education.

Furthermore, the multidisciplinary nature of the journal is illustrated by discipline-specific studies in the fields of music education, sports sciences, biology textbook evaluation, mathematics education and teacher professional development.

Thematically, the problem represents case studies, correlational designs, mediational analysis, scale-based research, qualitative research, and experimental designs. Overall, this Special Issue contributes to the debate on digitalization, innovation and the human aspects of education on the international stage.

Volume 11, Special Issue 1 (July 2023) is made up of 23 scholarly contributions that illustrate digital innovation, pedagogical effectiveness, psychosocial development, and institutional improvement within a variety of educational contexts.

It starts with some research on Web 2.0 supported astronomy education, which shows that conceptual achievement is significantly improved in a mixed-method analysis. There are a number of studies that explore technology-enhanced learning, such as with development of science process skills using the Internet, e-learning styles, the use of digital tools in instruction, and communication environments in the Internet.

A large thematic cluster focuses on teacher competencies and professional growth such as classroom questioning practices, perfectionism and self-efficacy, organizational citizenship, incorporation of current events in SS, and structured feedback programs for school principals.

In addition, learner-centered and developmental approaches are considered, such as: pandemic perceptions of gifted students, writing autonomy in foreign language teaching, effects of school starting age, the intrapersonal intelligence in the field of sports sciences, and the perception of gifted students regarding the COVID-19 pandemic.

The interdisciplinary studies include papers on international student experiences during the pandemic; on adolescent mental and physical issues; on Arabic translation education profiles; on techniques for learning music and literature; and on the effect of participation in sports on self-confidence and academic motivation.

In general, this Special Issue contributes to the latest educational research by combining digital pedagogy, psychological resilience, instructional design and institutional reform. The synthesized studies give educators, researchers and policy makers evidence-based insights for working in an ever-changing education landscape.

EDITORIAL NOTE

This Special Issue (Volume 11, Special Issue 1, July 2023) of Shanlax International Journal of Education aims to provide a collection of research articles which are comprehensive in nature, abounding with contemporary educational challenges and innovations of a multidisciplinary nature. The issue highlights a high level of engagement with digital transformation, well-being of students, teacher competencies, curriculum development, and the psychosocial aspects of education.

Many of the papers in this volume focus on technology-based learning spaces, such as astronomy education in a Web 2.0 environment, Web-based learning systems, e-learning styles, and online teaching practices. The studies show the growing importance of digital pedagogy in affecting the learning outcome and conceptual understanding of students.

The issue also emphasizes the socio-emotional and psychological issues such as teachers' perfectionism, self-efficacy, organizational citizenship behavior, adolescent mental and physical difficulties, perceptions of gifted students during the pandemic, and international students' experience in crisis situations.

Several articles are included in the scale development and validation, instructional design models, literature-based learning techniques, translation studies and sports education and feedback systems for school leadership. The wide academic coverage of the journal is illustrated by the variety of disciplines, including science and mathematics education, language learning, music education, and sports sciences.

In terms of methodology, the problem is a combination of mixed-method research, phenomenological qualitative designs, quasi-experimental studies, scale development research, correlational analysis, and needs assessment model. Together, this Special Issue provides strong empirical evidence and theory for educational transformation in the global context.

This volume 11, special issue 1 (January 2023) contains 10 scholarly papers on the topics of strategy instruction, metacognition, digital transformation and educational value systems in the present educational context.

One of the themes dominant in this issue is the growth of self-regulated learning skills of pre-service chemistry teachers. A two-year Self-Regulated Learning Skills Development (SLSD) plan is introduced in the chemistry education courses that incorporate time management, reading comprehension, writing and questioning strategies. The methods used in these studies include interviews, self-monitoring forms, field notes, and student-generated questions, to analyze cognitive and metacognitive development.

The problem also brings quantitative synthesis to L2 pedagogy research by including a meta-analysis of flipped learning in second language acquisition. The topic of digital integration is covered in research on Web 2.0 tools in distance education as well as self-evaluation of the technological competency of English language teachers.

Other chapters discuss preschool music practices, value-void education from case studies, social values transformation during the pandemic, the engagement of secondary students in homework and comparative studies of mathematics teaching in distance and face-to-face settings.

In sum, the issue provides a nicely balanced approach to the integration of cognitive theory, digital pedagogy, disciplinary education research, and socio-cultural analysis. It makes a significant empirical and theoretical contribution to the understanding of how educational systems evolve to meet advances in technology and to respond to global events and how they help learners to develop autonomy and to reflect on their learning and teaching experiences.

EDITORIAL NOTE

The current Special Issue (Volume 11, Special Issue 1, January 2023) of Shanlax International Journal of Education is a select series of research papers focusing on the instructional strategies, SRL, digital pedagogy, and transition in education post-pandemic. This issue reflects a high level of congruence with current discussions on learner autonomy, cognitive development, and the use of technology in education.

One group of articles focuses on self-regulated learning in pre-service chemistry teachers, offering longitudinal and intervention studies with strategy instruction, metacognition, and cognitive skill development. The incorporation of domain-specific pedagogy in the chemistry education reflects the journal's emphasis on domain-specific educational research.

The matter is extended in the field of flipping learning meta-analysis, the integration of Web 2.0 in distance education, teacher's technological competence, mathematics education during COVID-19, social values transformation, value-based education, and homework involvement for secondary learners. The thematic variety is a conceptual and empirical engagement to be sure with changing educational context.

Methodologically, it includes mixed method designs, scale-based investigation, case study, quasi-experimental intervention study, qualitative research and meta analysis. All of the contributions focus on evidence-based teaching techniques and student-centered approaches.

Overall, this Special Issue contributes to the scholarly debates on the connection between cognitive, pedagogical and socio-cultural aspects of education, providing a useful stimulus for teacher educators, curriculum designers, and policy makers in the context of current education reform.

The papers in Volume 11, Special Issue 1 (December 2022) are 16 peer-reviewed papers that collectively focus on topics related to instructional innovation, teacher education, learner psychology, and digital transformation in education.

The topic is introduced with an experimental study which shows that the flipped learning model could significantly enhance students' motivation, engagement, communicative competence and final examination scores in Korean speaking classes.

The following topics are explored in research regarding technology-enhanced education: Mentimeter in distance learning, artificial intelligence in language teaching, cyber-loafing behavior in preparatory school contexts, and Web 2.0 tools to facilitate active participation.

Another cluster of good thematic consistency is teacher development and institutional improvement, which are reflected in research on needs of teacher training programs for inquiry-based physics curricula, argumentation-based science teaching, the innovativeness of teacher candidates and how empowerment affects the quality of teachers' work.

The LCI focuses on foreign language communication strategy, book reading behavior, listening attitudes to music, educational demands of overseas students and inter-disciplinary relations in mathematics teaching.

The psychological resilience, anxiety, depression and stress (especially associated with COVID-19) are analyzed quantitatively and qualitatively and the importance of mental health in academic success is discussed.

As a whole, the Special Issue brings together the technological development and pedagogical effectiveness, while also showing inclusive and social awareness, providing multidimensional contributions in an international context for educational research and policy.

EDITORIAL NOTE

The Special Issue (Volume 11, Special Issue 1, December 2022) of Shanlax International Journal of Education is a collection of empirical and qualitative studies focusing on technology integration, language education, teacher development, student psychology, and interdisciplinary learning in the context of today's educational environment.

Digital pedagogy and innovative models of teaching and learning have been a recurring theme throughout this issue, among which flipped learning and the use of Web 2.0 tools in higher education. The first Korean language educational study based on the concept of ‘flipped learning’ offers learners statistically valid evidence of motivation, engagement, communicative competence and academic achievement.

The digitalization of language learning in a post-pandemic setting is reflected in several contributions that focus on distance education, technologically mediated participation, cyber-loafing behaviors, and artificial intelligence in language learning.

Research in teacher focus concerns in-service training needs, argumentation based science learning, individual innovativeness of teacher candidates, empowerment, and the quality of work life, and professional readiness in changing curriculum situations.

Psychological and socio-emotional constructs such as COVID-19 fear, anxiety, depression, resilience, communication strategies, and student attitudes to cultural heritage and music are also examined.

Experimental designs, mixed-method approaches, phenomenological studies, meta-synthesis research and correlational analyses are used in methodologically highlighting diversity in the issue.

Together, this Special Issue provides solid empirical research and context-specific perspectives which are in line with the international standards of educational research and therefore contribute to evidence-based innovation in teaching and learning.

The Special Issue "Contemporary Research in Education 2022" consists of 29 scientific articles that are focused on the areas of research and practice in contemporary educational fields. Thematic variety is represented in the issue while there is coherence in the theme of teacher development, digital transformation and pedagogical innovation.

One of the main groups of studies is related to teacher education and professional competencies, such as teaching practice studies during the COVID-19 pandemic, pedagogical digital competence, entrepreneurship competencies of pre-service teachers, the clinical supervision models, the perception scales of lesson study, and early teacher identity development. Technology integration and digital literacy are foundational and digital literacy is explored through research on Web 2.0, digital media literacy, technology acceptance, and bibliometric mapping of technology use in early childhood science education.

The issue also features interdisciplinary essays on music education (with the introduction of a three-stage coloured notation system), on mathematics education, on political literacy, on multicultural education, on immigrant student issues, and on the awareness of ecological migration, as well as on the discussion of renewable energy in science education. Several articles have been written to develop and validate measurement scales, enhancing the methodological rigor in education research.

As a whole, this Special Issue contributes to the development of knowledge concerning the impact of the technological, social and cultural changes on the way education systems react. It provides evidence-based lessons, inclusive classrooms, and future-oriented policy advice through empirically-based understandings.

EDITORIAL NOTE

This present Special Issue (Volume 10, Special Issue 1, August 2022) of Shanlax International Journal of Education offers a variety of content and methodology in the field of education research to tackle the challenges of the present day. It is a reflection of the dynamic shift in the teaching and learning landscape in a post-pandemic world, focusing on innovation, digitalization, pedagogical change and responsiveness to socio-cultural needs.

The contributions span a variety of educational fields such as teaching in the time of COVID, innovations in music education, mathematics education, technology integration self-efficacy, digital competence, refugee and immigrant education, political literacy, STEM intentions, digital media literacy, bibliometric analyses, and teacher professional development. The journal's continuing dedication to teacher education has resulted in several studies that emphasize pre-service teacher preparation.

The problem is methodologically a combination of qualitative action research, descriptive studies, scale development and validation, bibliometric mapping, correlational analyses and mixed educational investigations. The research environments are mainly located in Turkish higher education institutions and reflect a strong regional component and focus on educational issues that are of international relevance, such as digital transformation, inclusiveness, sustainability and interdisciplinary learning.

The theoretical perspectives and practical implications that this Special Issue brings together make a valuable contribution to the ongoing discussion in education. Provides evidence-based reflections to enrich curriculum, pedagogy and policy decisions in today's education systems.