This issue presents 5 research articles and 2 review articles contributed by scholars from Iran and Türkiye, reflecting the journal's commitment to fostering international and interdisciplinary dialogue in education. The research articles address a broad spectrum of educational topics, including pre-service social studies teachers' interpretations of ecological footprint, home digital literacy scale development for primary school students, social studies teachers' perspectives on global issues, reader-response theory through the lenses of Norman Holland and Wolfgang Iser, and employment anxiety scale development for university students. The review articles examine joint custody arrangements following divorce and EFL teachers' attitudes toward online teaching from a theoretical perspective. Together, the contributions span primary through higher education and engage qualitative, quantitative, and theoretical review approaches, offering diverse insights for researchers, educators, and policymakers.