Announcements

Call for Papers: Journal of Interdisciplinary Studies in Education

2026-03-06

The Journal of Interdisciplinary Studies in Education, Scopus Q2 peer-reviewed publication, invites scholars, researchers, and practitioners worldwide to submit original manuscripts that examine education within broader technological, cultural, policy, health, and global contexts. The journal publishes interdisciplinary scholarship that advances understanding of how education interacts with societal change, scientific innovation, governance systems, and human development.

Submissions are invited in the following areas:

  1. Education, Technology, and Scientific Innovation – Artificial intelligence, digital transformation, emerging technologies, and their implications for teaching, learning, and educational systems.

  2. Education, Society, and Cultural Contexts – Culture, identity, language, media, civic engagement, and the societal dynamics shaping education.

  3. Education, Policy, and Economic Systems – Public policy, governance, workforce development, entrepreneurship, and the economic dimensions of education.

  4. Education, Health, and Human Development – Mental health, inclusive education, neurodiversity, well-being, and holistic student development.

Read more about Call for Papers: Journal of Interdisciplinary Studies in Education

Current Issue

Vol. 15 No. 1 (2026): Journal of Interdisciplinary Studies in Education
View Vol. 15 No. 1 (2026): Journal of Interdisciplinary Studies in Education

Vol. 15 No. 1 (2026) features 19 authors from 6 countries—China, the Philippines, Indonesia, Saudi Arabia, Bulgaria, and India—representing 12 institutions and public agencies, including universities, a national department of education, and a regional social welfare office, demonstrating broad international and cross-sector engagement in education research and practice. It features globally grounded research addressing pressing issues in teaching, learning, and leadership. This issue explores instructional practices in large classrooms in Tanzania, social and cultural capital in multicultural campuses, and metacognitive strategies that foster self-regulated learning. It also highlights the lived experiences of pre-service teachers in the Philippines, examines teacher competencies in public elementary schools, and investigates inclusive curriculum design, educational empowerment, and instructional leadership during crisis in India. Together, these contributions underscore the value of interdisciplinary scholarship in advancing equitable and resilient education systems worldwide.

DOI: https://doi.org/10.32674/p0naac09
Published: 2026-02-23

Articles

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