Editorial Foreword

“We are not students of some subject matter, but students of problems.” (Karl Popper) On first read, Popper’s assertion, delivered in a public lecture in 1963, seems simple enough. It reads like an invitation to keep our minds open. To lift our gaze beyond the familiar terrain of traditional teaching and research. But, on reflection, it becomes clear that Popper is arguing for a fundamental reorientation of scholarship. It insists that inquiry begin with the problems we face. Problems spark curiosity. They expose blind spots in our understanding. They defy neat categorisation and resist the comfort of established routines. This focus revitalises research and prevents the complacency that often follows mastery of a single field. It transforms scholarship into a dynamic quest for solutions rather than a display of polished techniques. It elevates questions above the disciplinary labels we inherit and insists that intellectual progress be driven by the issues that matter most.