The Normal Lights 19(2)

The December 2025 issue of The Normal Lightscenters on the theme “Anchoring the Human Core of Educational Transformation.” Amid rapid technological progress and global sustainability challenges, this issue asserts that true educational innovation remains rooted in human connection, empathy, and resilience. The featured works explore the intersection of technology, pedagogy, and well-being, emphasizing how education thrives when driven by creativity, collaboration, and care.  

This issue presents conceptual and empirical studies that foreground the human element in transformative education—ranging from the integration of Generative AI and Design Thinking to frameworks fostering teacher well-being, resilience, and global citizenship. Together, these contributions reaffirm that amid the growing influence of Education 5.0, it is the people—teachers, students, and parents—who remain at the heart of meaningful educational change.

APHERJ 12(1)

Asia Pacific Higher Education Research Journal (APHERJ), Volume 12, Issue 1, features an engaging selection of studies that address critical issues shaping education and development in the Asia-Pacific region. The articles explore the role of traditional knowledge in fostering climate awareness and agricultural resilience, the influence of demographic factors on disaster readiness, and the integration of digital tools such as Microsoft Immersive Reader to enhance English reading comprehension among elementary learners.

AsTEN JTE 9(2)

AsTEN Journal of Teacher Education Volume 9, Issue 2 centers on research-driven, contextualised, and equity-responsive transformations in education, showcasing how evidence-based inquiry, context-sensitive pedagogy, and data-informed policy drive meaningful change in teacher education. The articles examine diverse dimensions of educational practice and reform: analyzing trends in curriculum and narrative research, documenting the challenges faced by pre-service teachers conducting classroom action research in Thailand, cultivating design thinking through STEAM instruction in Vietnamese high schools, optimizing remote learning with contextualized reading and writing materials, and using sex-disaggregated teacher data to inform gender-responsive national policies.

Collectively, these studies illustrate how rigorous research underpins innovative teaching, strengthens learner engagement, and supports the development of more just and responsive education systems across varied contexts.

PRISMA: Gender and Education E-Journal 2(2)

PRISMA: Gender and Education e-journal, Volume 2 Issue 2 marks the journal’s first anniversary and brings together scholarly works that honor embodied experiences, reflect on histories, and critically interrogate the social structures we inhabit—our homes, schools, and communities. The issue foregrounds the textured and often contradictory realities navigated by women, girls, people of diverse backgrounds, and marginalized communities as they traverse social, cultural, and economic terrains to assert agency, shift power, and advance social equity.

Collectively, the contributions in this volume affirm that gender is not abstract and that gendered experiences are fluid and move across various spheres – from personal to structural, from the home to the larger society. Learning about the self and body is the cornerstone of autonomy, ushering agency to decide and participate in matters that are meaningful and necessary for development. However, it demands the enduring support of educational systems and institutions that are reflective, responsive, appropriate, and transformative. With these, PRISMA will continue to create spaces for meaningful discourse on the role of education in interrogating a range of tensions surrounding gender and exploring the many ways gender is understood and learned.