This issue presents five peer-reviewed articles contributed by scholars from ten countries, including Indonesia, China, India, the United States, the Philippines, the Netherlands, Malaysia, Thailand, Brunei Darussalam, and Uzbekistan. It highlights contemporary developments in Islamic education, covering themes such as instructional innovation, teacher creativity and motivation, assessment design based on Bloom’s taxonomy, professional learning communities, higher-order thinking skills, and the role of metacognitive awareness and academic self-efficacy in improving student learning outcomes. These contributions provide valuable theoretical and empirical insights for advancing the quality of teaching and learning in diverse Islamic educational contexts worldwide.