Interdisciplinary Studies in Education

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Aims and Scope

Interdisciplinary Studies in Education is a peer-reviewed journal dedicated to advancing critical, research-informed scholarship across the evolving landscape of education. While maintaining a strong foundation in teacher education, the journal embraces a comprehensive interdisciplinary approach, exploring the dynamic intersections of pedagogy, educational psychology, curriculum policy, organizational leadership, and philosophy.

The journal welcomes original contributions that examine the trajectories, transformations, and challenges within educational systems. We specifically invite scholarship that aligns with the following thematic areas:

  • Educational Policy, Curriculum Design, and Comparative Studies: Critical evaluation of macro-level policies, national curriculum frameworks, and fundamental transformation initiatives. We welcome comparative analyses of educational systems, teacher training paradigms, and policy implementations across diverse global and local contexts.

  • Pedagogical Innovations, Educational Technology, and AI: Advancements in instructional methodologies, action research, and subject-specific lesson study (e.g., STEM, mathematics, natural sciences, and physical education). This includes the integration of artificial intelligence in teacher education, the development of digital literacy, and the evolution of modern e-learning environments.

  • Educational and Teacher Psychology: Research encompassing the cognitive development and psychological well-being of both students and educators. Topics include student self-regulated learning, academic motivation, metacognitive skills, and emotional creativity, alongside examinations of teacher mental health, resilience, hardiness, job burnout, and occupational well-being.

  • Teacher Identity, Professional Development, and Educational Leadership: The continuum of educator growth from pre-service preparation to in-service practice. This encompasses narrative self-analysis, professional competencies, school administration, talent management, university enterprise architecture, and the psychological empowerment of educational leaders.

  • Educational Equity, Socio-Cultural Contexts, and Student Support: Research addressing systemic equity, social justice, and inclusive educational interventions for diverse and exceptional learners. This area also explores the impact of family dynamics, community engagement, academic guidance (e.g., talent identification programs), and career counseling on student success and social intelligence.

  • Philosophical and Ethical Foundations of Education: Explorations of classic and contemporary educational philosophies, ethical frameworks in teaching, spiritual health, and locally grounded knowledge production that shapes the ethos of educational ecosystems.

The journal encourages interdisciplinary methodologies drawing from education, psychology, sociology, the humanities, and allied fields. We prioritize submissions that provide scholarly, evidence-based solutions to existing challenges, envision future developments in teaching and learning, and support research-driven improvements in both educational practice and policymaking.

Interdisciplinary Studies in Education serves as a dynamic platform for researchers, educators, practitioners, and policymakers seeking to critically engage with the forces shaping the future of education.