Vol 9 No S1-May (2021): 2021 Papers in Education - Current Research and Practice

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.

Published: 2021-05-10

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