This issue presents 15 research articles, 1 review article, and 1 vision paper contributed by scholars from Ethiopia, South Africa, Türkiye, and the U.S.A., reflecting the journal's commitment to fostering international and interdisciplinary dialogue in education. The articles address a broad spectrum of educational topics, including homework practices in distance education during COVID-19, ecological citizenship among teacher candidates, reading motivation and flipped learning, career psychological needs scale development, mathematics achievement factors, technology integration in preschool behavior management, children's internet usage and parental awareness, distributed leadership in environmental education, gender equality awareness in social studies, digital data security among prospective teachers, professional noticing skills in mathematics education, teacher noticing as a meta-synthesis, environmental and value themes in children's literature, children's understanding of citizenship rights, bibliometric analysis of controversial issues research, and science test development for light propagation. The review article examines the reflection of Comte's positivism on educational sciences in the context of Türkiye, while the vision paper explores international projects on energy and science career opportunities. Together, the contributions span early childhood through higher education and engage qualitative, quantitative, mixed-methods, bibliometric, and scale development approaches, offering diverse theoretical and practical insights for researchers, educators, and policymakers.