Embracing Compassion-Based Approach: Needs to Redefine Education in Emerging Dawn for Gen Z Students
Guest Editors:
Name: Associate Prof. Dr. Neda Fatehi Rad
Affiliation: Department of English Language and Literature, Kerman Branch, Islamic Azad University, Kerman, Iran
E-mail address: nedafatehi@yahoo.com
Name: Associate Prof. Dr. Hamed Barjesteh,
Affiliation: Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
E-mail address: Ha_bar77@yahoo.com
Name: Senior Lecturer,Dr. Muthmainnah Muthmainnah
Affiliation: Universitas Al Asyariah Mandar, Indonesia
E-mail address: muthmainnahunasman@gmail.com
Name: Dr. Mehdi Manoochehrzadeh
Affiliation: Zerodale Inc. Centre for Research in Entrepreneurship Education and Development, Toronto, Canada
E-mail address: mmsp79@yahoo.com
Overview and Rationale for the Special Issue
Language learning is evolving rapidly due to globalization, technological advancements, and learners' changing needs. Traditional methods often focus solely on grammar and vocabulary, neglecting the emotional and social aspects that play a crucial role in effective communication. Emotions are increasingly acknowledged as a vital affective factor in language teaching and learning, serving as a foundational aspect of the educational experience. Dewaele and Li (2020) highlight the interplay between emotions and second—or foreign-language education, emphasizing their significant impact on learners' language achievement. In today's fast-paced world, academic demands often heighten stress and anxiety among students. Recognizing and addressing positive and negative emotions and individual emotional well-being is crucial for creating a supportive learning environment. This growing emphasis aligns with the principles of positive psychology and is often referred to as compassion-based language education (Mercer, 2022), This approach advocates for a more holistic perspective that considers students' emotional and psychological needs. Feelings and emotions empower teachers to motivate and inspire learners by fostering a compassionate classroom environment (Grimmer, 2025). Mercer (2022) pinpointed that education aims to train students to communicate effectively and connect meaningfully with the world around them through compassion. Accordingly, learners will learn to transform their knowledge instead of transmitting information (Barjesteh, 2019). As compassion-based education highlights, language learning extends beyond mastering grammar and vocabulary. It encompasses understanding cultural contexts, building meaningful relationships, and cultivating empathy. By promoting compassion, educators create safe and supportive spaces where learners feel comfortable expressing themselves, learning from mistakes, and growing both linguistically and emotionally (Bakır-Yalçın & Usluel, 2024).
Factors such as technological advancements, changing learner demands, and the impact of globalization, language learning is undergoing rapid change. Grammar and vocabulary are still the main focus of traditional pedagogical approaches, which fail to address the emotional, social, and technological aspects of modern communication. New methods of compassion-based language education (CBLE) and its potential applications in the field of artificial intelligence (AI) are the focus of this special issue. Both initiatives make the most of technology by emphasizing mental health, empathy, and making language learning accessible to all.
Positive psychology underpins CBLE, emphasizing the holistic development of students through attention to their mental and emotional well-being. This method reimagines education with the help of AI-powered technologies that provide learners with data-driven support tailored to their individual needs, while fostering empathy, cross-cultural understanding, and language proficiency. The aim of this special issue is to explore future solutions that embrace technology, emotional intelligence, mindfulness, and the interaction between CBLE and AI in long-term educational practice, it would be helpful to include studies that demonstrate how these two approaches collaborate to improve student engagement, resilience, and long-term learning outcomes. Clarity and depth could be enhanced by providing practical examples of how adaptive learning platforms and AI-based emotional analytics, two examples of CBLE tools, provide inclusive spaces for learners.
The future direction of language studies emphasizes predicting emerging trends and innovations in the field, particularly exploring how teachers and students can collaboratively work toward sustainable development while fostering creative and strategic thinking for long-term outcomes. Teachers can enhance students' well-being and improve their language learning abilities by integrating Compassion-based language education, which includes mindfulness practices for psycho-emotional states and stress management techniques. Such approaches help individuals navigate challenging and stressful situations (Bakır-Yalçın & Usluel, 2024). Given the significant role of affective factors in education, numerous studies (e.g., Doris et al., 2020; Gibbs, 2017; Grimmer, 2025; MacIntyre et al., 2022; Solhi et al., 2023) have examined their effects on teaching and learning. These factors include foreign language anxiety, enjoyment, resilience, academic buoyancy, boredom, emotion regulation, identity, L2 grit, coping strategies, self-esteem, self-efficacy, self-regulation, engagement, well-being, and mindfulness, to name but a few.
Research highlights that emotions are key in shaping the learning environment, teachers' professional development, and engagement (Collins, 2020; Grimmer, 2025; Mercer, 2022; Meyers et al., 2019; Xuehua et al., 2023). However, most previous research has adopted traditional, retrospective methodologies to understand the relationship between psychological factors and the teaching-learning process. In contrast, this research adopts a prospective approach aimed at helping educators and students take responsibility and envision sustainable futures through immediate and long-term action. The role of compassion-based pedagogy and its related components—such as fostering teacher-learner relationships rooted in trust, care, inclusivity, social-emotional learning, and well-being literacy—remains an unresolved topic. Furthermore, areas like teacher self-compassion, compassion for others, social justice, global citizenship, sustainable living, and eco-literacy are underexplored. Questions remain about whether social-emotional learning, compassion for nature, teaching self-compassion, and well-being literacy can genuinely influence the future direction of language education. Thus, this research focuses on future perspectives in Language Learning, emphasizing the critical need for CBLE to address these emerging gaps and contribute to a sustainable and emotionally supportive learning environment.
Topics that will be of interest to the special issue include, but are not limited to, the following:
Each submitted manuscript will be considered by the guest editors or one of the associate editors. If it meets the minimum criteria to be included in the review process, one of the editors (topic expert) selects at least two external reviewers for a detailed evaluation. We seek well-researched articles exploring new developments in English language education intertwined with emotional characteristics. Our special edition is excited to receive submissions of original research papers, reviews, case studies, meta-analyses, systematic reviews, or position papers relevant to the issue's overarching theme. Researchers can gather data using quantitative, qualitative, or both methods. All submissions must follow the journal's guidelines and be submitted through the online platform before the deadline. Each submission will undergo a rigorous peer-review process, and accepted papers will be featured in the special issue. We look forward to receiving your submissions and contributions to this timely and important topic.
For any questions or concerns, feel free to reach out to the guest editor at nedafatehi@yahoo.com
Neda Fatehi Rad is an associate professor of English Language Teaching at Islamic Azad University, Kerman Branch, Iran. She is, also director of charge of journal of new trends on English Language teaching (JNTELL). She mainly teaches language testing, research methodology and research at graduate level and her main areas of interest include teachers' education, cooperative learning, language testing and research. She has published 107 papers in international and national academic journals. She has published six books in the field of translation, language learning and teaching.
Hamed Barjesteh, an associate professor of education and applied linguistics at Islamic Azad University, Ayatollah Amoli branch, has been a teacher educator for two decades. He has authored numerous books and articles on English language teaching for learners of all ages and has shared his expertise at both national and international conferences. Barjesteh has actively engaged in training and mentoring teachers. He supervised numerous MA thesis and Ph.D. dissertations, He held several significant positions, including the founder of the language and culture, head of the English department, the Dean of the School of humanities and social sciences , and the rector of a higher education university. Additionally, He has made numerous editorial contributions by serving as the review editor for multiple journals and being an editorial board member for others. His research focuses on critical language pedagogy, thinking skills in language learning, Critical Language testing, dynamic assessment, and positive psychology.
Dr. Muthmainnah Muthmainnah is a distinguished senior lecturer at Universitas Al Asyariah Mandar, Indonesia. She is recognized globally for her extensive contributions as a lecturer, international speaker, and accomplished leader in the academic field. She has held pivotal roles at her institution, including, Chairman of the Indonesian Language Department, Public Relations Officer, Director of Women's Centre Studies, Deputy Director of the Quality Assurance Unit, and her current position as Deputy Director of the Language and Character Development Institute. She has published 81 national and international books with renowned publishers. Her publications and research excellence have solidified her reputation as a leading scholar. She serves as an international board member for various scientific innovation research groups. She holds adjunct faculty positions at prominent institutions, including MAAUN Nigeria, BRU Thailand, and Manipal Global Ntx Malaysia. She has been recognized with over 100 international awards She is also actively engaged in global volunteerism as a member of the UN Volunteers’ roster and serves on the advisory board for Indonesian Education Share-to-Care Volunteers**. Her scholarly interests span literary development, ASSURE, TESOL, ICT in education, digital education, generative AI, and cybergogy.
Mehdi Manoochehrzadeh is an independent researcher and consultant specializing in English language teaching and teacher education. With more than ten years of expertise in innovative language learning techniques, he established the Manoochehrzadeh Language Academy Manocherzadeh is also the founder of a center for research in entrepreneurship education and development in Toronto, Canada. He is an expert in designing curriculums, managing educational programs, and creating interactive learning solutions. Manoochehrzadeh is globally recognized for introducing the groundbreaking "Puzzling method" that has greatly improved English language acquisition for thousands of learners worldwide. He supervised and trained many in-service teachers. He is deeply involved in incorporating technology and gaming elements into language education to make learning a universally enjoyable endeavor. Additionally, he has authored numerous influential publications in English language education.
Important Dates
References
Dewaele, J. M., and Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Lang. World 196, 34–49.
Barjesteh, H. (2019). Dynamicity of transformative L2 materials preparation model in EFL classroom: Place of critical language pedagogy in teacher education. Teaching English as a Second Language Quarterly, 38(2), 47–79. https:// doi.org/10.22099/jtls.2020.34142.2707
Bakır-Yalçın, E., & Usluel. Y. K. (2024). Investigating the Antecedents of Engagement in Online Learning: Do Achievement Emotions Matter? Education and Information Technologies 3759–3791. https://doi.org/10.1007/ s10639-023-11995-z
Collins, R. (2020). Charisma: Micro-Sociology of Power and Influence. N. Y.: Routledge
Doris, J, et. al. (2020), Moral Psychology: Empirical Approach. In E. N. Zalta (Ed.) The Stanford Encyclopedia of Philosophy.
Gibbs, P. (Ed.). (2017). The pedagogy of compassion at the heart of higher education. Springer
Grimmer, T. (2025). Loving Pedagogy Explained. Routledge
Meyers, S., et. al. (2019). Teacher Empathy: A Model of Empathy for Teaching for Student Success. College Teaching, 67(3), pp. 160-168
Solhi, M., Derakhshan, A., & Ünsal, B. (2023) Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach. Journal of Multilingual and Multicultural Development, 1-20 doi: 10.1080/01434632.2023.2175834
MacIntyre, P., Mercer, S., Gregersen, T., & Hay, A. (2022). The role of hope in language teachers’ changing stress, coping, and well-being. System, 109 (2022) 102881. doi: 10.1016/j.system.2022.102881
Xuehua, D., Liu, Y., & Peng, J. E. (2023) Straddling burnout and resilience: a Q methodology study among high school EFL teachers. Journal of Multilingual and Multicultural Development, 1-18. doi.org/10.1080/01434632.2023.2193171
Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, VA: Stylus.