This issue presents 5 research articles by scholars from the Czech Republic, Türkiye, and the U.S.A., reflecting the journal's commitment to fostering international and interdisciplinary dialogue in education since its first year of publication. The articles address a broad spectrum of educational topics, including academic self-discipline scale development for university students, Turkish adaptation of an e-learning readiness scale, comparative implementation of Content and Language Integrated Learning (CLIL) across Italy, Spain, Türkiye, and the Czech Republic, teachers' views on policy issues in the social studies curriculum, and Turkish adaptation of a teaching engineering self-efficacy scale. Together, the contributions engage quantitative, scale development, and comparative approaches, offering diverse theoretical and practical insights for researchers, educators, and policymakers across secondary and higher education contexts.