Current Issue
Vol. 1 No. 2 (2025)
Editorial
It is with great pride that we present the second issue of the Mamosta Journal for Pedagogical Sciences and Teacher Education. As classrooms worldwide undergo unprecedented transformations, the role of the educator is shifting from a traditional transmitter of knowledge to a dynamic facilitator of critical thinking, resilience, and digital literacy. This issue captures that important evolution, offering a collection of empirical research and reflective practices designed to bridge the gap between pedagogical theory and the realities of modern schooling.
The manuscripts compiled in this issue center on a crucial theme: empowering both the educator and the learner. From investigating cognitive scaffolding strategies in diverse classrooms to evaluating the long-term impact of emotional intelligence training in pre-service teacher programs, our contributors challenge conventional methodologies. A common thread throughout these studies is the recognition that effective teacher education cannot exist in a vacuum. It must actively adapt to the socio-cultural shifts and technological advancements shaping our students' lives.
As editors, we believe that advancing pedagogical sciences requires a commitment to continuous dialogue. The insights within these pages offer actionable frameworks for school leaders and provide invaluable evidence for policymakers seeking to reform curriculum standards. More importantly, they offer classroom teachers practical, evidence-based strategies to foster inclusive, engaging, and highly collaborative learning environments. Consistent with our open-access mission, these studies are made freely available to support educators, researchers, and policymakers worldwide. We hope this issue encourage further scholarly discussion and contribute to the continuous advancement of teaching, learning, and teacher education.
We extend our deepest gratitude to the authors for their visionary scholarship and to our dedicated peer reviewers for maintaining the highest standards of academic integrity. We invite you, our readers, to engage deeply with these articles, critique their findings, and apply these insights to your own educational contexts. Together, let us continue to elevate the standards of pedagogical research and teacher education and inspire the next generation of lifelong learners.
Editor-in-Chief
Mamosta Journal for Pedagogical Sciences and Teacher Education
Published:
2026-06-15
Full Issue
Articles
Mamosta Journal was originally launched in 2025 by Salahaddin University-Erbil.
ISSN (online):
DOI: http://dx.doi.org/10.21271/
Open Access
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