Vol 9 No S1-May (2021): 2021 Papers in Education - Current Research and Practice
This Special Issue titled “2021 Papers in Education: Current Research and Practice” presents a curated collection of research articles addressing contemporary developments in educational theory, policy, and instructional practice.
The issue encompasses 24 scholarly contributions that collectively explore foreign language pedagogy, teacher education, educational psychology, curriculum analysis, technology integration, and student development.
A strong thematic focus is observed in foreign language education, particularly studies on teaching Turkish and English as foreign languages, reading strategies, learner autonomy, epistemological beliefs of pre-service teachers, and self-efficacy development. Additional contributions investigate technology integration barriers, TPACK frameworks, artificial intelligence perceptions among university students, sustainable development awareness, and emotional intelligence in educational settings.
Methodologically, the issue reflects diversity and rigor, incorporating qualitative phenomenological designs, survey-based quantitative studies, experimental approaches, and correlational analyses. The geographical representation of authors, primarily from Turkish universities with international collaborations, reflects the journal’s regional strength with global relevance.
Overall, this Special Issue advances scholarly understanding of current research trends in education while offering practical insights for classroom application, teacher preparation, and policy development. It demonstrates coherence in thematic direction while maintaining diversity in research approaches, thereby contributing meaningfully to contemporary educational scholarship.
EDITORIAL NOTE
The present Special Issue of the Shanlax International Journal of Education (Volume 9, Special Issue 1, May 2021) brings together contemporary research addressing emerging trends and critical concerns in the field of education. This collection highlights interdisciplinary perspectives that bridge theory, policy, and classroom practice across diverse educational contexts. The contributions represent empirical investigations, review-based discussions, and applied pedagogical studies focusing on language education, teacher beliefs, curriculum development, educational psychology, and technology integration.
A significant thematic strand in this issue centers on foreign language education, particularly teaching Turkish and English as foreign languages, learner autonomy, self-efficacy, and reading strategies. Several articles also examine teacher cognition, epistemological beliefs, sustainable development awareness, artificial intelligence in education, and inclusive pedagogical practices. The diversity of methodologies — including qualitative phenomenological research, survey studies, experimental designs, and correlational analyses — reflects the journal’s commitment to methodological rigor and scholarly depth.
This Special Issue aims to contribute to global academic discourse by presenting research grounded in both local and international educational realities. The issue encourages reflective practice, policy dialogue, and evidence-based innovation in teaching and learning. We believe that the insights presented herein will inform educators, researchers, and policymakers seeking to enhance educational quality and relevance in contemporary contexts.
Published:
2021-05-10
