IJELCS ISSN 3116-2991

About the Journal

International Journal of Education, Literacies, and Curriculum Studies (IJELCS) is a peer-reviewed, interdisciplinary international journal dedicated to advancing scholarly knowledge and professional practice in the fields of education, multiliteracies, and curriculum studies. Drawing inspiration from the Filipino terms Talastas (profound understanding) and Paninindigan (conviction or advocacy), the journal emphasizes the enduring value of education rooted in both intellectual rigor and ethical responsibility. It serves as a platform for both emergent and established scholars, education reformers, teacher leaders and policy thinkers aiming to shape transformative educational paradigms worldwide.

Publication Frequency: Quarterly (Four Issues per year)

Published By: Mindura Research

Dr. Alma Bangayan-Manera

21 A Bangayan Street Libag Norte

Tuguegarao City Cagayan 

Philippines 3500

Current Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

The International Journal of Education, Literacies and Curriculum Studies (Volume 1, Issue 2, 2025) brings together critical discussions on contemporary educational landscapes in Indonesia, the Philippines, Malaysia, and Liberia. The issue highlights how each country grapples with evolving demands in pedagogy, literacy development, and curriculum reforms amid rapid socio-cultural and technological change. While Indonesia and Malaysia continue strengthening their outcomes-based and digital-integrated curricula, the Philippines remains focused on inclusive education, multilingual instruction, and ongoing revisions under the MATATAG curriculum. Liberia, on the other hand, faces challenges linked to post-conflict rebuilding, teacher shortages, and limited instructional resources issues that significantly shape its efforts to modernize curriculum and improve literacy rates.

A notable theme in this issue is the diversity of pedagogical approaches across these nations, shaped by cultural contexts, policy directions, and economic conditions. Indonesia’s emphasis on character education and community-based learning contrasts with Malaysia’s push toward STEM, bilingual proficiency, and digital literacy. The Philippines’ commitment to learner-centered, competency-based instruction particularly in multilingual and multicultural classrooms reveals ongoing efforts to uplift learning outcomes amidst systemic challenges in teacher preparation, infrastructure, and assessment practices. Liberia’s contributions underscore the importance of foundational literacy programs, teacher capacity-building and curriculum reconstruction tailored to recovering education systems.

Hence, this journal issue offers a comparative lens that deepens understanding of how national education systems respond to both global and local pressures. By featuring research on pedagogy, literacies, and curriculum studies from four culturally diverse countries, the issue emphasizes that meaningful educational reform requires context-sensitive strategies, sustained policy support, and an inclusive, future-oriented approach. The insights provided serve not only as academic discourse but also as a guide for policymakers, educators and institutions seeking to innovate and strengthen their educational frameworks.

Published: 2026-3-31
Published: 2026-03-31

Articles

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