International Journal of TESOL & Education

About the Special Issue

English language education is changing faster than at any point in recent memory. Generative AI is entering classrooms, multilingual realities are reshaping what "good English teaching" means, and teachers everywhere are asked to be more inclusive, more digital, and more responsive to their learners' lives. Many of the most interesting answers to these challenges are emerging not from the traditional centres of TESOL research but from classrooms in Asia, the Global South, and other contexts whose voices are too rarely heard in international journals.

This special issue brings those voices into a global conversation. We invite researchers, teacher educators, and practitioners to share work that shows how language education can become more innovative, inclusive, and sustainable, and what local experience can teach the wider field.

We warmly welcome submissions from the Philippines, where English education has a long, distinctive, and influential history, and from colleagues across Southeast Asia, Asia, and the world. What matters most is that each study speaks beyond its own setting, offering insights, models, or questions that TESOL scholars elsewhere can learn from.