Archives

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  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.