About the Journal

The International Journal of Education, Literacies, and Curriculum Studies (IJELCS) is a rigorously peer-reviewed, interdisciplinary international journal committed to advancing scholarly knowledge and professional practice across the fields of education, multiliteracies, curriculum studies, and learning sciences. Rooted in the Filipino concepts Talastas (profound, holistic understanding) and Paninindigan (conviction, ethical stance, and purposeful advocacy), the journal underscores the enduring significance of education that is intellectually rigorous, culturally grounded, and morally responsive. By embracing these values, IJELCS positions itself as a global platform for emerging and established scholars, teacher-leaders, education reformers, curriculum experts and policy thinkers who seek to shape transformative and humanizing educational paradigms across diverse contexts worldwide.

IJELCS welcomes a broad spectrum of empirical, theoretical, conceptual, and practice-based manuscripts that investigate emerging directions in curriculum development, literacy instruction, technological integration, instructional leadership, and educational innovation. Contributions that examine the role of education in promoting equity, social justice, sustainability, and inclusive growth whether situated in developed, developing, or marginalized settings are central to the journal’s mission. The journal particularly favors papers that engage critically with educational issues affecting multilingual societies, culturally diverse populations, and learning communities in the Global South, acknowledging that these voices are essential in shaping the future of global education.

Publication Frequency:

The journal maintains a quarterly (four issues per year) publication schedule, ensuring timely dissemination of high-quality multidisciplinary research throughout the year.

Focus Areas

EduTRENDS, as the scholarly identity of IJELCS, is committed to advancing research that captures the shifting landscapes of global education and explores how curricula and pedagogical approaches can respond to the complex challenges of the 21st century. These include rapid technological change, the expansion of digital learning, sociopolitical disruptions, learning loss, equity gaps, and the intensifying demand for culturally sustaining education. The journal serves as a venue for innovative, interdisciplinary, and critical scholarship that contributes to the evolution of educational systems, instructional practices, and policy directions.

1. Curriculum Innovation and Responsive Design

Research in this domain reimagines the role, structure, and purpose of curricula in contemporary education. IJELCS supports studies on outcomes-based and competency-based education, interdisciplinary and transdisciplinary frameworks, and integration of indigenous and localized knowledge. Works addressing curriculum decolonization, cultural responsiveness, and adaptations in post-crisis, post-pandemic, or post-conflict environments are of particular interest. These studies illuminate how curricula can remain adaptable, relevant and grounded in learner and community contexts.

2. 21st-Century Literacies and Multiliteracies

Drawing from New Literacies and culturally sustaining pedagogies, this area addresses the broad landscape of literacy in the modern world -digital, media, environmental, financial, civic, critical and global literacies. The journal welcomes submissions that explore literacy development among linguistic minorities, learners with disabilities, and other diverse populations. Studies that highlight literacy as agency, empowerment, and social participation align with the journal’s advocacy for inclusive and transformative education.

3. Pedagogical Practices and Instructional Effectiveness

IJELCS encourages scholarship on innovative and evidence-based teaching strategies that enhance learner engagement and achievement. Themes include differentiated instruction, active learning, project- and inquiry-based methodologies, flipped classrooms, scaffolding, and metacognitive strategies. Research on culturally grounded pedagogy and the integration of artificial intelligence and educational technologies is also welcome, as these reflect the changing nature of classroom practice in the digital era.

4. Teacher Development and Professional Learning

Recognizing teachers as transformative agents, this focus area examines pathways for strengthening teacher education, continuing professional development, and instructional leadership. Manuscripts may explore pre-service and in-service training models, reflective practice, teaching portfolios, peer mentoring, and professional learning communities (PLCs). Studies on teacher identity, motivation, resilience, and well-being provide insights into the lived experiences that shape effective teaching and leadership.

5. Educational Reform and Policy Innovations

This domain invites critical analyses of education policy frameworks at local, national, and global levels. Topics include governance, decentralization, K–12 transitions, technical-vocational integration, tertiary education pathways, accreditation systems, and quality assurance frameworks. Studies related to Education for Sustainable Development (ESD), global citizenship education, and policy responses to emerging global challenges are equally valued. This area underscores the critical role of policy in creating systems that uphold equity, excellence, and sustainability.

Target Contributors and Readership

IJELCS is designed to reach a wide and diverse community of scholars and practitioners, including:

• Researchers and academics in education, sociology, linguistics, psychology, and public policy

• Curriculum designers, instructional technologists, and learning architects

• Teachers, school leaders, faculty developers, and professional development specialists

• Graduate students, emerging scholars and research fellows

• Education-based NGOs, community organizations, and international development agencies

• Primary teachers, Elementary teachers, Secondary teachers, Tertiary instructors/professors

• Policymakers, ministry officials and leaders in educational governance

This broad readership ensures that the journal serves as a dynamic knowledge bridge between research, practice, and policy.

Commitment to Educational Impact

IJELCS is firmly committed to publishing research that produces measurable and meaningful educational impact within classrooms, schools, communities and broader learning systems. It champions scholarship that positions education as a transformative force capable of uplifting marginalized groups, addressing systemic inequities, and responding to historical underrepresentation. Consistent with the ethos of Mindura, the endurance of mind and the pursuit of knowledge with purpose, the journal values research that is both intellectually sound and socially responsive.

By bridging academic inquiry with real-world practices, IJELCS seeks to inform and inspire educators, leaders, and policymakers who are shaping the teaching-learning cultures of the future. Its mission is not simply to disseminate knowledge, but to cultivate pathways for meaningful change and contribute to the global movement toward equitable, inclusive and culturally grounded education systems in primary, elementary, secondary and tertiary levels.

Frequency  of publication: Quarterly