This Special Issue, "Contemporary Research in Education 2021" contains 16 scholarly articles that discuss current trends and pressing issues in Educational Research and practice. The theme of the issue is diverse yet cohesive within the context of innovation, learner development and institutional transformation.

The cognitive aspect is shown by the discussion of working memory models and their implications for language learning and empirical studies of reading comprehension, language learning strategies, and communicative classroom practices. The subject also extends to scale development studies, such as the validation of an Aesthetic Perception Scale, an addition to the methodological development of measurement in education and sociology.

Some studies have been directed toward COVID-19 adaptations to education such as mathematics instruction during the pandemic, and online learning environments. Other contributions focus on issues of refugee education, multicultural attitudes of prospective teachers, teacher burnout, assessment practice (self-, peer-, and teacher-assessment), digital transformation and Web 2.0 applications.

Other interdisciplinary studies of health and lifestyles related education in areas such as exercise awareness, quality of life, body image and addiction further widen the interdisciplinary scope. The issue brings together a cognitive, psychological, technological and socio-cultural perspective.

Overall, this Special Issue contributes to the research understanding of the current educational dynamics and offers empirically based information and suggestions relevant to the classroom, curriculum development, teacher training, and educational policy formulation.

EDITORIAL NOTE

The present Special Issue (Volume 9, Special Issue 2, September 2021) of the Shanlax International Journal of Education provides a full set of current research papers on contemporary theoretical, methodological and applied problems related to education.

 This is an instance of the dynamic nature of educational research, an adaptation to the global issues, such as digitalization, pandemic-related changes in the teaching and learning environment, multicultural class environments, and changes in cognitive models.

The articles in this issue cover various fields including working memory, language learning, aesthetic perception in the context of social media, mathematics teaching and learning during the Covid-19 pandemic, exercise awareness and quality of life, language learning strategies, refugee education, teacher burnout, assessment of language learning, multicultural attitudes and Web 2.0 applications in EFL classrooms. These are intended to show the broadness of the theme of the journal as a commitment to interdisciplinary inquiry and evidence-based innovation in education.

In terms of method, the problem combines quantitative survey design, development of instruments and scales, correlational research, theoretical review, and empirical classroom investigations. Authors, mostly from Turkish higher education institutions that have a wider context, are being expressed geographically, so it is expressing both the geographical orientation and the international scholarly engagement.

This Special Issue is designed to make a meaningful impact on the current educational conversation by engaging with some of the cognitive aspects of learning as well as some of the socio-cultural shifts in educational settings. Overall, the studies provide valuable insights for researchers, teachers and policymakers interested in improving pedagogical quality, inclusiveness and research-informed policy and practice in education systems.

This Special Issue “2021 Papers in Education: Current Research and Practice” gathers a selection of research articles focusing on the latest research and practice in education theory, policy and instruction.

The problem covers 24 scholarly contributions, which address the various aspects of foreign language pedagogy, teacher training, educational psychology, curriculum analysis, technology integration, and student development.

Foreign language education is seen to have a strong thematic focus in the studies on teaching Turkish as a foreign language, English as a foreign language, reading strategies, learner autonomy, epistemological beliefs of pre-service foreign language teachers and development of self-efficacy. Other contributions explore barriers to technology integration, TPACK frameworks, perceptions of AI use by university students, perceptions of SD, and the use of emotional intelligence in learning environments.

Methodologically, the issue has a diversity and rigour component, including qualitative phenomenological designs, survey-based quantitative studies, experimental approaches and correlational analyses. Geographical distribution of authors in the journal is mainly Turkish (from Turkish universities with international collaborations) indicating the journal's regional strength with global relevance.

Overall, the Special Issue contributes to the current knowledge of the latest research trends in education and provides the teachers with practical solutions for educational practice, teacher training, and policy-making. Shows coherence in thematic direction, as well as research variety, and makes a meaningful contribution to current educational scholarship.

EDITORIAL NOTE

This Special Issue of Shanlax International Journal of Education (Volume 9, Special Issue 1, May 2021) presents some of the most current research in relation to current shifts and issues in the field of education. This collection emphasizes interdisciplinary approaches that connect theoretical concepts, policy, and classroom practice in various settings. The contributions involve studies from the empirical, review, and applied pedagogical perspectives related to language education, teacher beliefs, curriculum development, educational psychology, and technology integration.

One of the main themes of this issue is foreign language education, especially foreign language teaching of Turkish and English, learner autonomy, self-efficacy and reading strategies. There are also several articles that focus on teacher cognition, epistemological beliefs, awareness of sustainable development, the use of artificial intelligence in education, and inclusive pedagogical practices. The wide range of methodologies used – from qualitative phenomenological research, survey research, experimental design, to correlational analysis – demonstrates the journal's emphasis on methodological rigor and scholarly depth.

The purpose of this Special Issue is to make a meaningful and valuable contribution to the global academic conversation, by showcasing research that is based on both local and international educational realities. Issues promote reflective practice, policy dialogue and evidence-based innovation in learning and teaching. We believe that the information provided herein will be valuable to teachers, investigators, and policy makers who are interested in improving the quality and relevance of education in today's world.