This volume includes seven chapters that detail progress in education. Chapter 1 is split into four parts: Part 1 examines storytelling as a prevalent form of digital interaction, part 2 explores the impact of neural networks on students’ subject and functional literacy, part 3 addresses the varying levels of pedagogical talent among teachers, and Part 4 investigates the text generation capabilities of neural networks. Chapter 2 synthesizes existing scholarship to construct a novel theoretical framework for understanding and researching the reconfiguring, sociocognitive architecture of writing development. Chapter 3 examines the extent to which contemporary AI applications can support—or potentially constrain—the complex processes of critical reflection, dialogic engagement, action planning, and perspective reintegration that characterize transformative learning in adulthood. Chapter 4 explores the relationship between mathematical problem-solving strategies and the pedagogical concept of scaffolding, with particular emphasis on lateral scaffolding as a strategy for fostering independent and creative problem solvers. Chapter 5 aims to probe into the contributions of a reconceptualized PBTE course to the professional identity of English language teachers in an English as a foreign language (EFL) academic context. Chapter 6 presents methodology and results of the research the aim of which was to compare the views of Slovak and Serbian in-service mentor-teachers on strengths and weaknesses related to their mentoring position and role. Finally, Chapter 7 aims to determine how Turkish teachers profile their work engagement based on variables considered as physical, emotional, and cognitive.