How can international dialogue and collaboration shape the development of Lesson Study? The 2026 Virtual Issue of the International Journal for Lesson and Learning Studies (IJLLS) brings together research that explores how Lesson Study is interpreted, adapted, and sustained across different educational and cultural settings.
Featuring seven contributions published between 2016 and 2025, this collection highlights the value of learning across contexts. The articles examine how comparing classroom practices can deepen understanding of teaching and learning, how educational approaches evolve when introduced into new cultural settings, and how teachers can work together across national borders to design and study lessons. They also consider the institutional support and collaborative structures needed to embed Lesson Study in educational systems over time.
Together, these contributions invite us to view Lesson and Learning Study as an evolving practice shaped by dialogue, critical reflection, and shared professional inquiry. They offer valuable perspectives for WALS members, researchers, teacher educators, and practitioners seeking to strengthen Lesson Study within their own contexts and build connections with colleagues internationally.
To mark the WALS 2026 Conference, all seven contributions are freely accessible from 26 October to 23 November 2026. We welcome the WALS community to engage with this collection and explore new possibilities for connecting research, practice, and professional learning worldwide.