Some articles—such as those from Scott, Hill and Layton, or Low and Bateman—draw from ongoing research projects or interests, demonstrating the continual evolution of pedagogical practices. Others, like the separate papers from Scott and Gibson, stem from sustained work in Humanitarian Education and Character & Enterprise Education respectively.

In addition, contributions from Eastman, Matters, Habgood and Hoare offer in-depth reflections on practice in the realm of Inclusive Education. Equally noteworthy are the articles by Mifsud and Stewart, which showcase the development of a practical generative artificial intelligence (AI) model designed to enhance educational practice, improve operational efficiencies, and inform strategic AI integration at Barker College. Hatte's work on story telling through theatre outlines an collaborative and culturally responsive approach for working within Indigenous Education. We hope the breadth and depth of what is presented in this volume will be as enriching to the readers, as it has been enriching to the authors, collaborators, and reviewers.

This volume of Learning in Practice coincides with the Barker Institute’s tenth year of service to Barker, and the wider community, through the educational research we conduct ourselves and facilitate amongst others. And we look forward to doing so in the years to come. There is much to celebrate in this year’s journal, and we hope that you will find it both useful and informative. You are more than welcome to be in touch with the Barker Institute for further conversation about the educational research that is taking place at Barker and its impact.

The eighth edition of Learning in Practice is freely available on the Barker Institute website. You can reach it, in its entirety, by clicking on this link.