Vol. 23 No. 1 (2025)

The current issue features contributions from authors across countries: Indonesia, Malaysia, Nigeria, Australia, and Turkey (5 countries), covering a wide range of educational studies. The articles explore diverse themes such as the implementation of Islamic religious project-based learning at Mataram University, the effect of eco-linguistic activities on environmental awareness and vocabulary acquisition among early-age learners in Lagos State, and the challenges faced by non-English students in the TOEFL structure and written expression section. Additionally, the issue includes a case study on ethnopedagogy-based learning implementation at the Indonesian School in Kuala Lumpur and a bibliometric analysis reviewing teacher competency development trends from 2010 to 2025, providing valuable insights into global educational practices and innovations.