Preface

Abstract

The International Journal of Teacher Education Research Studies (IJTERS) is pleased to present this issue, which brings together significant scholarship addressing the evolving realities of teacher education, school systems, and learner wellbeing.

The contributions in this volume explore education from multiple vantage points psychological, institutional, technological, and policy-driven. The opening study highlights the transformative potential of Transactional Analysis–based group training in nurturing self-esteem among college students, reminding us that teacher education must remain deeply connected to the emotional and psychological health of learners.