This issue presents 19 research articles contributed by scholars from Austria, Ethiopia, Indonesia, South Africa, and Türkiye, reflecting the journal's commitment to fostering international and interdisciplinary dialogue in education. The articles address a broad spectrum of educational topics, including statistics teaching and observation form development, theory of mind in early childhood, science and social studies curriculum analysis, research methodology, teacher anxiety and emotion regulation, digital game-based learning, grammar instruction in foreign language teaching, environmental awareness, blended mobility in teacher education, artificial intelligence in special education, data literacy scale development, civic education in higher education, curriculum literacy, and inclusive education for children with hearing loss. Together, the contributions span early childhood through higher education and engage qualitative, quantitative, mixed-methods, and scale development approaches, offering diverse theoretical and practical insights for researchers, educators, and policymakers.