Vol. 1 No. 2 (2026): June

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.