Archives

• September

  Vol. 1 No. 3 (2026)

  This issue of Educational Research Advances brings together six articles that examine key dimensions of early childhood development and education, including cultural aesthetics, risk-taking behavior, early mathematics, prosocial development, family involvement, and social-emotional competence. Across these diverse topics, the contributions share a common concern with how children’s development emerges through the interaction of individual characteristics, family environments, educational contexts, and broader cultural influences.

  Several articles focus on the social, emotional, and behavioral development of young children. One study examines Chinese preschool children’s preferences for Sesame Street character images, showing how aesthetic judgments are shaped not only by perceptual characteristics but also by cultural experience and value orientations. Another investigates children’s sensation-seeking temperament and risk-taking behaviors, highlighting the mediating role of paternal involvement and the importance of family socioeconomic status in shaping these developmental processes. A further contribution examines prosocial behavior and demonstrates how children’s effortful control may operate through both an internal cognitive pathway, involving executive function, and an environmental pathway associated with paternal parenting behavior. Together, these studies illustrate the importance of understanding children’s development as the product of continuing interactions between personal dispositions and social environments.

  Early mathematical development forms another important theme of this issue. A meta-analysis synthesizing 82 studies examines the relationship between the home mathematics environment and young children’s mathematical ability, identifying parental mathematical beliefs, activities, anxiety, cultural context, and research design as important factors in this relationship. Complementing this broader evidence base, another study focuses specifically on children’s number sense and shows how parental mathematical expectations may influence mathematical development through parental involvement and children’s self-regulation. These contributions reinforce the view that early mathematics learning does not occur only through formal instruction, but is embedded in everyday family interactions, parental beliefs, learning opportunities, and children’s developing capacity for self-regulation.

  The final article extends this ecological perspective by connecting the kindergarten and home environments. It examines the relationships among teachers’ social-emotional competence, parental involvement, and preschool children’s peer social competence, suggesting that parental involvement may serve as an important cross-contextual link between teachers’ characteristics and children’s social development. This study highlights the value of looking beyond isolated classroom or family influences and instead considering how multiple developmental contexts work together to support children’s social experiences.

  Overall, this issue presents early childhood development as a dynamic process shaped by the interplay of temperament, cognition, parenting, teaching, culture, and socioeconomic context. The six articles collectively demonstrate the importance of integrating individual and ecological perspectives in educational research and point toward more developmentally responsive, family-engaged, culturally sensitive, and evidence-informed approaches to early childhood education.

• 

  June

  Vol. 1 No. 2 (2026)

  This issue of Educational Research Advances brings together six articles that address a diverse range of contemporary educational concerns, including educational policy, student development, textbook design, intercultural learning, special education, and educational digitalization. Together, these contributions reflect the journal’s commitment to connecting educational theory, empirical research, and practical innovation across different learning contexts.

  Several articles focus on learners’ psychological and academic development. They examine how educational policies, life experiences, and personal resources may influence students’ learning anxiety, engagement, and well-being. These studies highlight the importance of understanding education not only in terms of academic achievement, but also through students’ emotional experiences, self-regulation, and responses to changing educational environments.

  The issue also considers how teaching materials and classroom practices can better support meaningful and inclusive learning. Research on science textbooks explores the role of textbook design in cultivating evidence-based reasoning, while an intercultural study examines the relationships among language, culture, identity, and classroom participation among international students. Both articles emphasize the need to create learning environments that encourage reasoning, dialogue, diversity, and equitable participation.

  The final contributions turn to the expanding role of technology in education and rehabilitation. One article reviews the development and future potential of virtual reality in autism rehabilitation, while another reconceptualizes smart textbooks as dynamic cognitive systems that support personalized, collaborative, and reflective learning. These studies demonstrate that educational technologies should be evaluated not simply by their technical sophistication, but by their capacity to respond to human needs and advance meaningful educational goals.

  Overall, this issue presents education as a complex and evolving field shaped by policy, psychology, culture, curriculum, and technology. The articles collectively call for more learner-centered, inclusive, evidence-informed, and human-oriented approaches to educational research and practice.

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  March

  Vol. 1 No. 1 (2026)

  This volume brings together a collection of empirical and review studies that examine learning, development, and well-being across educational contexts from early childhood to adolescence and higher education, with a particular focus on relational, organizational, and systemic influences. Collectively, the articles address how pedagogical practices, leadership styles, family and peer relationships, institutional cultures, and policy environments shape learners’ cognitive, emotional, and social outcomes.

  Several contributions focus on educational processes and professional practice, including a systematic review of reflective writing in higher education that maps pedagogical approaches, research trends, and assessment practices, as well as large-scale secondary analyses of international survey data that illuminate patterns and determinants of teacher collaboration across East and Southeast Asia. Other studies adopt quantitative modeling to investigate mechanisms through which leadership styles, classroom psychological climate, coparenting quality, and parental attachment influence students’ responsibility for learning and behavioral adjustment. Complementing these approaches, qualitative research grounded in life experience theory and symbolic interactionism provides in-depth insights into children’s peer friendship experiences in kindergarten settings, highlighting the role of meaning-making and emotional resonance in early socialization.

  In addition, the volume critically engages with broader structural and policy issues, including the impact of managerialist practices in higher education on undergraduate students’ well-being, identity formation, and sustainable development. Methodologically, the studies employ diverse designs—systematic review, structural equation modeling, grounded theory, thematic analysis, and cross-national comparative analysis—demonstrating the value of methodological pluralism in educational research.

  Taken together, this volume advances a relational and systems-oriented understanding of education, emphasizing that learning and development are co-constructed through interactions among individuals, institutions, and sociocultural contexts. The findings offer theoretical enrichment and practical implications for educators, researchers, and policymakers seeking to foster more supportive, equitable, and human-centered educational environments.