About Individual Issues

Information about the IAFOR Journal of Education individual issues

JoE | Language Learning in EducationJoE | Technology in EducationJoE | Studies in Education

JoE – Language Learning in Education

The 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.


Note: The original IAFOR Journal of Language Learning is now retired and instead publishes under the umbrella of IAFOR Journal of Education, becoming its annual issue Language Learning in Education.
See past issues of the IAFOR Journal of Language Learning.

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 – Studies in Education

Volume 10 – Issue 3 – Studies in Education. Published December 4, 2022, edited by Pearl Subban

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.

In addition, the Editor encourages submissions in the area of "Student Diversity".

Student profiles in contemporary education are marked by a range of diversity markers. Educators who wish to appropriately accommodate for students with these diverse profiles, should become familiar with adapting and adjusting their learning and teaching programs. These adaptations and adjustments are likely to create more sensitive learning environments that are understanding of student needs.

In exploring these sensitive learning environments for contemporary education, this issue invites manuscripts from stakeholders who embrace a more inclusive model of education. Developments regarding curriculum adaptation, compassionate learning communities and programs that are responsive to student profiles, are set to transform the educational landscape.

The 2023 issue of Studies in Education invites submissions relating to:

  • Decolonising the curriculum
  • Inclusive education that is accommodating of a range of diversity markers
  • Education that is sensitive to and respectful of student diversity
  • Intersectionality and its relationship to contemporary learning

The issue will focus on empirical and conceptual research that positions educators to better serve learners with diverse profiles. Academic submissions should spotlight the implications of the study, which will be valuable to both researchers and practitioners.

In addition, 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.