This edition raises a critical question at the heart of education reform: while many policies, programs, and classroom practices claim to be “student-centered,” are they genuinely designed around students’ needs, experiences, and meaningful learning—or merely framed that way in rhetoric?

Through various perspectives, this edition examines how teaching practices, homework policies, and student admission systems shape learners’ real experiences. It invites educators, policymakers, and communities to reflect on whether current structures truly prioritize student growth, agency, and well-being—or whether systemic constraints continue to limit the promise of student-centered education.

At its core, this edition challenges us to move beyond labels and ensure that every decision in education—policy, practice, and reform—ultimately serves students not only in principle, but in practice.