Submissions are now open!
Volume 13 – Issue 3: Studies in Education
Sub-theme: Equity, Inclusion and Educator Practice
Submissions open: Tuesday June 24, 2025
Submissions close: Tuesday July 22, 2025 (9am JST)
Target publication date: Tuesday December 15, 2025
Editor: Pearl Subban, Monash University, Australia
Authors are not required to pay charges of any sort (no APC).
IAFOR Journal of Education: Volume 13 – Issue 3 – Studies in Education will publish in December 2025 and submissions are now open. The Studies in Education Issue 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 upcoming issue also carries the sub-theme "Equity, Inclusion and Educator Practice". Please see below for sub-theme guidelines.
Contributions may include (but are not restricted to):
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- Educational Policy and Reform
- Developing soft skills in the classroom
- Hybridised or blended learning
- Personalised learning
- Future skills and curriculum development
- Ethical considerations in educational technology
- Globalised education
- Sustainable education practices
Sub-theme: "Equity, Inclusion and Educator Practice"
Education systems worldwide are increasingly challenged to respond meaningfully to issues of equity and inclusion. As schools and universities become more diverse, the role of educators in addressing systemic inequalities and fostering inclusive learning environments has never been more critical. This issue invites critical and creative contributions that explore how educators – across early childhood, primary, secondary, and higher education – understand, enact, and resist practices of equity and inclusion within complex institutional, cultural, and policy contexts.
We welcome papers that critically examine educator practice in relation to:
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- Cultural responsiveness, and decolonising pedagogies
- Inclusive education for learners with disabilities or additional needs
- Intersectionality and educator identity
- Language, migration, and transnational student experiences
- Teacher agency in enacting equity across curricula and policy mandates
- Professional learning, mentoring, and leadership for inclusion
- Resistance to deficit discourses and structural inequities in education
- Collaborative and community-based approaches to inclusive practices
We are particularly interested in contributions that foreground marginalised voices and incorporate critical theories, such as Critical Race Theory, Indigenous epistemologies, feminist frameworks, queer theory, disability studies, and postcolonial/decolonial thought. Papers may employ a variety of methodologies, including but not limited to qualitative, participatory, narrative, ethnographic, or arts-based approaches.
This sub-theme explores how educators across diverse contexts are responding to the evolving challenges of equity and inclusion in education. It seeks to highlight educator practices that disrupt marginalisation, foster belonging, and reimagine what just and inclusive education can look like today.
We're looking foward to your submissions!
Pearl Subban,
Editor, IAFOR Journal of Education, Studies in Education
More Information
Please visit this page for the full Aims & Scope for the Studies in Education issue: https://iafor.org/journal/iafor-journal-of-education/about/.
Before submission, please see the Publication Ethics page on the journal website, particularly in regards to plagiarism, AI tools and authorship: https://iafor.org/journal/iafor-journal-of-education/publication-ethics/.
All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference. Like all IAFOR publications, it is freely available to read online, and is free of publication fees for authors.
Please see the IAFOR Journal of Education website for Author Guidelines and to submit your manuscript.
Read last year's Studies in Education issue –
Indexing for IAFOR Journal of Education
