Vol. 15 No. 1 (2026): Journal of Interdisciplinary Studies in Education
Vol. 15 No. 1 (2026) features 19 authors from 6 countries—China, the Philippines, Indonesia, Saudi Arabia, Bulgaria, and India—representing 12 institutions and public agencies, including universities, a national department of education, and a regional social welfare office, demonstrating broad international and cross-sector engagement in education research and practice. It features globally grounded research addressing pressing issues in teaching, learning, and leadership. This issue explores instructional practices in large classrooms in Tanzania, social and cultural capital in multicultural campuses, and metacognitive strategies that foster self-regulated learning. It also highlights the lived experiences of pre-service teachers in the Philippines, examines teacher competencies in public elementary schools, and investigates inclusive curriculum design, educational empowerment, and instructional leadership during crisis in India. Together, these contributions underscore the value of interdisciplinary scholarship in advancing equitable and resilient education systems worldwide.
Published:
2026-02-23
