ICT Attitudes as a Predictor of Metacognitive Awareness in Higher Secondary Students
Career Maturity of Higher Secondary Students in Relation to their Parental Support
Examination Anxiety in Relation to Academic Achievement among Higher Secondary School Students
Editorial: Indian Educational Researcher Volume 19 Issue 1, January – June 2026
Editorial Note : May 26, 2026. Pages: 01-02.
The Editorial Board of Indian Educational Researcher is pleased to present this issue, which brings together scholarly contributions addressing contemporary concerns in educational research and practice. In an era characterized by rapid technological advancement, evolving learning environments, and increasing attention to student wellbeing, educational research plays a critical role in informing policy, practice, and innovation.
The articles featured in this issue reflect diverse perspectives on learner development, educational psychology, and technology-enhanced learning. The empirical studies examine ICT attitudes and metacognitive awareness among higher secondary students, parental support and career maturity, social engagement and emotional wellbeing among student-teachers, examination anxiety and academic achievement, and the role of digital pedagogical skills and self-efficacy in enhancing teaching effectiveness among pre-service teachers. Together, these studies deepen our understanding of the cognitive, emotional, social, and technological factors shaping educational experiences and outcomes.
The issue further includes conceptual discussions on emerging themes that are increasingly relevant to educational discourse. The article on Artificial Intelligence and the Illusion of Learning offers a critical examination of AI's growing influence on knowledge construction and educational processes. Complementing this discussion, the article on digital tools in education highlights the opportunities and challenges associated with technology integration in contemporary classrooms.
Collectively, the contributions in this issue underscore the importance of fostering meaningful learning experiences that balance technological innovation with human development. They provide valuable insights for researchers, teacher educators, practitioners, and policymakers committed to enhancing educational quality and promoting learner success.
The Editorial Board extends its sincere appreciation to all authors for their scholarly contributions and to the reviewers whose expertise and commitment have ensured the quality and rigor of the publication.We wish our readers an engaging and intellectually rewarding reading experience.