The Multidisciplinary Journal of Language and Social Sciences Education is a peer reviewed Journal which publishes original articles on contemporary issues that focus on the interface of social sciences and education. While empirical studies are particularly encouraged, relevant conceptual papers are also welcome. Over the past few years, the journal has strived to contribute to the academic discourse by publishing articles by both students and established scholars at both domestic and international level. By any measurable standard, our exclusively online journal has been successful: we have seen a steady increase in readership, article submissions, and citations to our published articles. However, we have also grown in less quantifiable ways: our reputation and visibility in the academic community continues to broaden, and our editorial board constantly reassesses and revises the editorial process to ensure the most efficient and satisfying experience for both authors and the readership. As editorial team, we know that we are standing on the shoulders of giants, hence the success of this journal depends on several factors and we work on a daily basis to address them. Volume three of 2020 has published three issues for the first time since we started running the Journal. This is an indication that we are growing fairly in quantity and quality of materials published. Even if the volumes doesn’t answer all our questions, we read them in order to learn new knowledge uncovered by researchers across disciplines. Let me assure you that there never has been as diverse a group of participants, as fresh a set of new voices, brought together by a term of editors, in a single volume, at a special time, to address the urgency of what might be the grand educational challenges of the twenty-first century Finally, we would like to thank each other. We remember our first published issue, and our first project together, we drove into it with the enthusiasm of those who don’t know what is ahead. Two years and a lot of learning later, we know that neither of us could have done a better job alone. Our different training, professional experiences, perspectives, and personalities complemented each other in essential ways. It is our hope that the findings from this issue will stimulate rich new thinking and changes in social sciences education, and maybe even encourage some to go out and be part of the change. As jack Dixon famously said: ‘if you focus on results, you will never change. If you focus on change, you will get results.’ Mweemba Liberty Editor in-Chief