This book, comprising of the selected proceedings from the 23rd AsiaTEFL International Conference 2025, centers around the theme “Care, Innovation, and Sustainability in English Language Teaching” (ELT), emphasizing a human-centered and socially impactful approach to the field. The book captures the essence of the conference, where educators, researchers, and practitioners came together to discuss the imperative need for a more human-centric and collaborative approach to English language education. The focus on 'care' reflects a deep understanding of the diverse needs, challenges, and motivations of both students and teachers. The papers in this volume share insights into how fostering empathy and support can create more inclusive and effective learning environments in ELT. In terms of 'innovation,' the conference showcased ground-breaking methodologies and technologies that enhance language teaching, encouraging participants to explore new avenues for engagement and learning. Lastly, the theme of 'sustainability' underscores the importance of ensuring that innovative practices and research outcomes yield long-lasting, positive impacts on communities and educational ecosystems. The proceedings highlight various initiatives and collaborative efforts aimed at embedding care, innovation, and sustainability into teaching, research, and community service. This volume serves as a vital resource for educators and researchers dedicated to transforming ELT through a holistic and collaborative approach, paving the way for a more inclusive and sustainable future in ELT.

Huseyin Uysal (PhD, University of Florida) is a Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. His scholarship is driven by the values of social justice and grounded in understanding power, identity, and inclusivity in linguistically and culturally diverse schools. His research interests, which tie back to several of his current endeavors, are primarily centered on studying 1) fairness, justice and equity in language assessment, 2) criticality in TESOL teacher education, and 3) plurilingualism at public schools. His work has appeared in venues such as TESOL Journal, TESOL Quarterly, Linguistics and Education, and Peabody Journal of Education. He is currently serving as the Editor-in-Chief of Journal of Education for Multilingualism, and the Associate Editor of Journal of Education, Language, and Ideology.