In a context where the number of systematic reviews and meta-analyses has grown exponentially, a new layer of synthesis is necessary to organize the accumulated knowledge. This is precisely the aim of Díaz-Burgos et al., who conducted a systematic review of reviews encompassing 392 review studies focused on digital education and the Sustainable Development Goals (SDGs). Their work not only identifies common review typologies, regional gaps, and emerging digital tools, but also highlights the relevance of structured strategies such as PICOC or SALSA in guiding transparent and rigorous synthesis processes. By mapping current trends and research voids, this study reinforces the value of second-order syntheses as essential tools to support inclusive policies and sustainable educational practices.

Following this, several systematic reviews address key psychological constructs from diverse perspectives. Kuznetsova et al. synthesized 104 studies on giftedness, identifying cognitive, physiological, and psychological traits—especially strong performance in motivation and executive functioning—that distinguish gifted students. Taking a more experimental focus, Wang S et al. reviewed 53 studies on fixation in problem-solving and creativity, concluding that overcoming fixation substantially enhances performance in closed-ended tasks. In another vein, Wu et al. examined 18 studies on student anxiety during the COVID-19 pandemic, showing that physical activity and mindfulness-based strategies are highly effective in reducing stress. Additionally, Yu synthesized 49 studies on foreign language anxiety, primarily in English as a Foreign Language (EFL) contexts, and emphasized the need for broader methodological and geographical diversity in future research.

Theoretical reviews in this issue contribute valuable conceptual advances. Bonilla-Sánchez explored neurodevelopmental disorders through qualitative neuropsychological assessment, offering a culturally sensitive alternative to traditional diagnostic models. Similarly, Stoltz et al. compared theories of consciousness development by Piaget, Vygotsky, and Steiner, integrating developmental, cultural, and holistic perspectives to enrich contemporary educational theory. In a more applied domain, Wang D and Li conducted a mini-review on career construction theory, highlighting assessment tools such as narrative methods, interviews, and digital interventions, with implications for increasingly personalized professional guidance.

Scoping reviews in this monograph examine structural and psychological aspects in doctoral experience. Hurtado et al. identified, across 32 studies, multiple factors influencing doctoral student retention—including individual, academic, socioeconomic, and institutional dimensions—proposing a multifactorial approach. In a related line, Wang Y and Li reviewed 30 studies on the impostor phenomenon among doctoral students, revealing its widespread prevalence and its impact on academic performance and psychological wellbeing. Both studies underscore the urgent need for tailored institutional support to ensure success in advanced academic stages.

Finally, the collection includes several meta-analyses that provide robust evidence on impactful educational interventions. Cochon Drouet et al. analyzed 43 studies on the Jigsaw method, identifying heterogeneous effects on achievement, motivation, and social relations, and offering context-sensitive implementation guidelines. Fan et al. conducted a meta-analysis of 30 studies examining parental involvement in student creativity, reporting a modest yet significant positive effect moderated by factors such as age and cultural background. Also focusing on learning processes, Shao et al. synthesized 46 studies on scaffolding in self-regulated learning (SRL), highlighting the effectiveness of composite tools and intelligent pedagogical agents. Zheng et al. explored the role of emotions in SRL through a meta-analysis of 23 studies, proposing a multimodal framework where positive emotions act as facilitators and negative emotions as barriers to effective self-regulation strategies. Finally, de la Fuente and Martínez-Vicente proposed a theoretical model linking stress and psychological wellbeing, outlining predictive, mediating, and functional components that may inform future intervention studies or theoretical syntheses (Table 1).

Although the main focus of this Research Topic lies in review studies, several original research articles have been included due to their strong thematic alignment with the constructs and challenges identified through synthesis work. López Martínez et al. employed a Delphi method with 16 international experts to identify key indicators of verbal creativity—such as fluency, originality, and elaboration—thus offering assessment criteria that can guide future empirical research and systematic inquiry. Similarly, Romero-González et al. evaluated an active Home Literacy Environment program for children aged 6 to 8, demonstrating significant improvements in reading motivation, family relationships, and academic outcomes. While not reviews, these studies contribute grounded, context-rich evidence to key educational psychology domains addressed in the broader collection.

Other original studies in the monograph provide conceptual or methodological contributions that complement the review-based focus. Ünal et al. examined Turkish teachers' personal values and emotional responses to rational and non-rational truths, offering novel insights with implications for teacher training and professional wellbeing. Wang T et al. conducted a large-scale bibliometric analysis of 1,638 articles using dynamic topic modeling to identify evolving themes in early reading research—an approach that, while empirical, serves to map trends typically targeted by scoping reviews.