Vol. 1 No. 1 (2026): March

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.