This issue presents 13 articles (10 research articles, one review article, and two conceptual articles) contributed by scholars from China, Ethiopia, Nepal, Norway, Türkiye, the United States, and Zambia, reflecting the journal’s commitment to international and interdisciplinary dialogue in education. The research articles examine reading fluency in a student with co-occurring autism and dyslexia, the links between listening motivation and metacognitive awareness, ICT use in rural English language classrooms, theory of mind and early counting skills, and child sexual abuse prevention in early childhood curricula. They also address children’s library collections, artificial intelligence as playwright and dramaturg, indigenous games in physical education, designer identity in the AI era, and the measurement of autonomy support among preschool teachers. The review article focuses on natural disaster literacy in education. The conceptual articles theorize epistemic blindness in credentialist education and propose a hegemonic barrier model for teaching controversial issues. The contributions span early childhood through higher education and draw on single-subject experimental, quantitative, qualitative, Q-methodological, document-analytic, and scale-development designs, alongside theoretical work.