About Individual Issues

Information about the IAFOR Journal of Education individual issues

JoE | Inclusive EducationJoE | Language Learning in EducationJoE | Education & Liberal ArtsJoE | Technology in EducationJoE | Undergraduate EducationJoE | Studies in Education

JoE – Inclusive Education

Brief Summary

JoE-Inclusive Education editors coverThe IAFOR Journal of Education: Inclusive Education encourages exploration of significant themes, exceptional programs and best practices in the inclusion of students from different and diverse backgrounds in education. This can include, but is not exclusive to inclusive approaches to gender, sexuality, ethnicity, culture, religion, disability and age in different education contexts.

Aims & Scope

The IAFOR Journal of Education: Inclusive Education issue invites critical discussion of topical themes and the most forward-thinking best practices with regard to inclusive approaches to education from teaching professionals and education researchers. We welcome high quality submissions on inclusive education from diverse disciplinary and international perspectives, including different research approaches from small case studies through to large scale surveys. The topic focus will embrace a breadth of inclusive education from Trans equality through to decolonising curricula; and diverse contexts from formal education to home schooling to the prison and hospital classroom. In the spirit of fostering diversity of insights, we particularly welcome contributions from authors based in the global South.

This issue will be of interest to education practitioners, researchers, policy makers and commentators of diverse education contexts from the early years through to higher and adult learning.

The journal covers a variety of topics, including:

1. Adult education and inclusion
2. Inclusive and Accessible Assessment
3. Creating inclusive environments for all students in education
4. Creating inclusive environments for staff in education
5. Decolonising curricula and research methodologies
6. Education policy for inclusion
7. Equality, diversity and inclusion agendas in education contexts
8. Gender, sexuality and inclusive education
9. Differentiated Instruction as a response to contemporary student diversity
10. Disability/Special Educational Needs and inclusive education
11. Inclusive approaches to different subject areas in education
12. Inclusive approaches to technology in education
13. Inclusive curricula and pedagogies
14. Inclusive education in the early years
15. Inclusive education in contexts affected by crisis
16. Inclusive education for marginalised groups
17. Inclusive education for Trans and non-binary people
18. Inclusive education and migration/displacement
19. Inclusive education and mental health
20. Inclusive further and higher education
21. Inclusive primary education
22. Inclusive online education
23. Inclusive secondary education
24. Intercultural awareness and inclusive education
25. International approaches to inclusive education
26. Practice in inclusive education
27. Race, ethnicity and inclusive education
28. Research in inclusive education
29. Teaching strategies within inclusive settings
30. Unconscious/implicit bias in education

All papers are reviewed anonymously and equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.

JoE – Language Learning in Education

JoE-Language Learning editors coverThe IAFOR Journal of Education: Language Learning in Education issue encourages interdisciplinary research, with the primary focus being on addressing critical issues and current trends and research in the education of language learners and the field of language learning.

This would include exploring significant themes, exceptional programs and promising practice in the fields of second language acquisition, reading instruction, linguistics, content area literacy, multicultural education, and strategic instruction as they relate to the appropriate education of those engaged in language learning. The anticipated audience will be preservice and inservice teachers and administrators, university faculty and students, linguists, and others interested in language learning research.

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.

The journal covers a variety of topics, including:

  • Acculturative stress
  • Adult language learners
  • Assessment concerns
  • Characteristics of the most effective professional development for both preservice and inservice teachers and administrators
  • Cross-cultural aspects of language learning
  • Cross-cultural communication
  • Culturally relevant and culturally responsive teaching
  • Curriculum and/or programme development for language learning
  • Differentiated instruction for those engaged in language learning
  • Educational linguistics
  • How to minimise the possibility of language loss
  • ICT and CALL in language learning
  • Innovation in educating diverse populations
  • Intercultural communication
  • Language learning among young learners
  • Language learning and assessment
  • Language teacher education
  • Psychological issues in language learning
  • Reflective language teaching and learning
  • Social issues in language learning
  • Strategies for supporting the native language
  • Successful bilingual, ESL, and other language learning programs
  • The affective and academic impact of refugee resettlement and political asylum
  • The identification of a suitable implementation and assessment of culturally relevant teaching and leadership
  • The impact of the loss of cultural identity on SLA
  • The role of the heritage language and culture in second language acquisition
  • The use of multicultural and multicultural bilingual books
  • University/school partnerships functioning successfully in diverse settings
  • Using music and art to enhance academic achievement

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.

JoE – Education & Liberal Arts

JoE-Education and Liberal Arts cover

  • Information coming soon.

JoE – Technology in Education

JoE-Technology-in-Education editors coverThe IAFOR Journal of Education: Technology in Education seeks high-quality, original submissions encouraging exploration of the impact of technology in diverse educational settings both formal and informal. The journal’s simple aim is to improve education and its scope is broad. While the journal welcomes both research-focused as well as practitioner-based manuscripts, all submissions should include sound theoretical and/or conceptual foundations.

Submissions could include but are not limited to:

  • e-learning
  • online learning
  • multimedia-based learning
  • ICT in education
  • learning technologies.
  • virtual learning, and
  • blended learning across all sectors of education such as pre-K-12, higher education, corporate, military, and informal.

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.

JoE – Undergraduate Education

JoE-Undergraduate Education editors coverThe IAFOR Journal of Education: Undergraduate Education encourages exploration of significant themes, exceptional programs and promising practice in such fields as undergraduate research, programs, teaching styles, out-of-class experiences and student support.

This would include the exploration and analysis of all facets of undergraduate education and practice. Topics can focus on public or private colleges and universities. The audience for this issue is administrators, faculty and staff who teach and work with undergraduate students.

The journal covers a variety of topics. Some topics of interest may include:

  • New approaches to undergraduate teaching
  • Interdisciplinary programs
  • Curricular developments
  • Innovative undergraduate programs and specialities
  • Assessment and its challenges
  • Academic discipline challenges in times of change and uncertainty
  • Medical Humanities for undergraduates
  • Service-learning and undergraduate education
  • Internships and undergraduate education
  • International students and undergraduate education
  • Diversity in undergraduate education
  • Study abroad and the undergraduate experience
  • Undergraduate education as preparation for life after university

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.

JoE – Studies in Education

The IAFOR Journal of Education: Studies in Education encourages exploration of significant themes, exceptional programs and promising practice in fields including, but not exclusive to, early childhood, primary and secondary education, higher education, assessment, educational leadership and policy, and sustainable education.

The journal covers a variety of topics. Some topics of interest may include:

  • Learning Experiences and Student Learning
  • Teaching Experiences, Pedagogy, Practice & Praxis
  • Assessment Theories & Methodologies
  • Curriculum Design & Development
  • Adult, Lifelong & Distance Learning
  • Educational Policy, Leadership, Management & Administration
  • Educational Research and Development
  • Professional Training, Development & Concerns in Education
  • Early Childhood, Primary & Secondary Education
  • Higher Education
  • Education, Sustainability & Society: Social Justice, Development & Political Movements
  • International Education

All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.

Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.