This issue presents 5 research articles by scholars from Türkiye, reflecting the journal's commitment to rigorous, practice-oriented scholarship in education. The articles address a broad spectrum of educational topics, including the effect of creative drama courses on critical thinking standards among teacher candidates, the Turkish adaptation of a questionnaire on characteristics of successful EFL teachers, design skill development in child development program students, factors affecting curriculum fidelity across different school types, and the relationship between metalinguistic awareness and self-efficacy beliefs of prospective Turkish language teachers. Together, the contributions engage qualitative, quantitative, and scale adaptation approaches, offering diverse theoretical and practical insights for researchers, educators, and policymakers across primary, secondary, and higher education contexts.