Quick Summary

Pedagogical Perspective (PedPer) (eISSN: 2822-4841) is an international, open-access journal publishing English-language research and review articles in education. PedPer welcomes qualitative, quantitative, mixed-methods, theoretical, and methodological studies that advance educational theory and practice and foster interdisciplinary and international dialogue.

Publication frequency: March & October

Peer review: double-blind, ≥2 independent reviewers

Fees: No APCs

Aims

Pedagogical Perspective (PedPer) aims to advance contemporary scholarship in education—particularly in teacher education, curriculum and instruction, learning sciences, social studies education, educational technologies, and related interdisciplinary fields—by:

• Publishing high-quality, peer-reviewed studies that address a broad range of educational topics and contribute to both theoretical and practical knowledge;
• Publishing quantitative, qualitative, mixed-methods, theoretical, methodological, and critical review articles that offer strong conceptual framing, integrate theory and practice, and provide evidence-based insights for educational improvement;
• Providing an international forum for disseminating original research on teaching, learning, pedagogy, and educational innovation;
• Bringing together global scholars, educators, practitioners, and policy-relevant stakeholders to deepen understanding of key educational issues and promote interdisciplinary dialogue.

Scope

PedPer is dedicated to promoting and disseminating high-quality and innovative research across the field of education. The journal welcomes rigorous manuscripts using qualitative, quantitative, mixed-methods, theoretical, and methodological approaches, focusing on (but not limited to):

• Teacher education and professional development
• Curriculum design, instructional strategies, and learning environments
• Educational technologies, AI in education, digital literacy, and digital competencies
• Social studies, citizenship education, and global competencies
• Learning sciences; cognitive and affective learning processes
• Assessment, measurement, and educational evaluation
• Inclusive, equitable, and multicultural education
• Interdisciplinary, comparative, and international perspectives on education

Submissions demonstrating strong methodological grounding, interdisciplinary relevance, and international significance are particularly encouraged.

What PedPer Publishes (Article Types)

PedPer considers:

• Empirical research articles (qualitative, quantitative, and mixed-methods)
• Theoretical and critical review articles
• Methodological studies relevant to educational research

What PedPer Does Not Consider (Out of Scope)

To maintain a clear scholarly focus, PedPer does not consider:

• Manuscripts unrelated to education, pedagogy, teaching/learning, or educational policy/practice
• Purely descriptive reports without a clear research problem, method, and scholarly contribution
• Non-scholarly opinion pieces without academic grounding or evidence
• Studies involving human participants/animals/sensitive data without required ethics approval (where applicable)
• Submissions that do not meet the journal’s basic requirements for academic writing and ethical standards

Audience (Who Should Submit?)

PedPer welcomes submissions from:

• Researchers and academics in education and related fields
• Teacher educators and education practitioners
• Educational leaders and curriculum developers
• Scholars working on educational technologies and learning sciences
• Policy-relevant researchers and interdisciplinary teams addressing educational transformation

Related Policies and Information

For transparency and additional details, please see:

• Peer Review Policy
• Publication Ethics & Malpractice
• Open Access & License
• APC/Fees: No APCs
• Archiving / Preservation Policy
• Contact