Editorial

Issue 9 of Hillary Place Papers, centred on the theme Global Research Journeys, drawing from a record number of submissions, explores the varied trajectories PGR and MA researchers undertake—personal, cultural, methodological, and professional. Contributors include MA and postgraduate research (PGR) students from multiple disciplines and international contexts. Featured articles address topics such as parental engagement in education during the COVID-19 pandemic in India, decolonising English Language Teaching in Mexico, ESL grammar instruction in Vietnam, and identity formation through migration and part-time doctoral study. Several papers examine institutional and pedagogical development, including a co-authored piece on designing a PGR-facing employment strategy and a critical review of Specialist Mathematics Schools in England. The issue also includes two conference reports, capturing reflections from presenters at the Leeds-Hull MA TESOL Conference and the 17th Research Students’ Education Conference. Together, these contributions highlight how research journeys are shaped by context, identity, and critical inquiry and, in line with the journal’s mission to offer a platform for emerging researchers, has enabled our authors to explore those issues in our supportive publishing space.