Vol 11 No S1-Jan (2023): Research Papers in Education 2023

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.