About the Journal

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.

The journal welcomes empirical, theoretical, and practice-based manuscripts that explore new approaches in curriculum development, literacy instruction, educational innovation, and instructional leadership. Whether situated in developed or developing contexts, studies that examine the role of education in achieving equity, social justice, sustainability and inclusive growth are central to its mission.

�� Focus Areas

EduTRENDS is committed to publishing work that reflects the evolving trends in global education, particularly in how curricula and pedagogies can respond to emerging challenges such as technological advancement, learning loss, sociopolitical shifts, and educational inequities. It gives particular priority to research grounded in the Global South, multilingual societies, and culturally diverse settings.

Key thematic areas include:

1. Curriculum Innovation and Responsive Design

The journal supports research that reimagines the role and structure of curricula in contemporary education. Topics include but are not limited to:

· Outcomes-based and competency-based education

· Interdisciplinary and transdisciplinary curricular frameworks

· Indigenous and localized knowledge integration

· Curriculum decolonization and cultural responsiveness

· Curriculum adaptations in crisis, post-pandemic or post-conflict contexts

2. 21st-Century Literacies and Multiliteracies

Building on theories of New Literacies (Lankshear & Knobel, 2011) and culturally sustaining pedagogies (Paris & Alim, 2017), this focus addresses:

· Digital, media, environmental, and financial literacies

· Critical literacy, civic literacy and global awareness

· Literacy inclusion for diverse learners (e.g., linguistic minorities, learners with disabilities)

· Literacy as agency and empowerment

3. Pedagogical Practices and Instructional Effectiveness

The journal seeks contributions on innovative and evidence-based teaching strategies, including:

· Differentiated and inclusive instruction

· Active learning methodologies (e.g., project-based, inquiry-based, flipped classroom)

· Scaffolding and metacognitive strategies

· Learner-centered approaches and culturally grounded instruction

· Use of AI and educational technologies in classroom practice

4. Teacher Development and Professional Learning

Recognizing teachers as agents of change, EduTRENDS invites research that explores:

· Pre-service and in-service training models

· Reflective practice and teaching portfolios

· Instructional coaching, peer mentoring, and teacher leadership

· Professional learning communities (PLCs) and knowledge mobilization

· Teacher identity, motivation, and well-being

5. Educational Reform and Policy Innovations

This focus encourages critical perspectives and policy analysis relating to:

· Local and global education policy initiatives

· Decentralization, devolution, and governance in education

· K-12 transitions, technical-vocational integration, and tertiary education linkages

· Quality assurance frameworks, accreditation systems, and performance metrics

· Education for sustainable development (ESD) and global citizenship

�� Target Contributors and Readership

The journal is designed for a wide range of academic and professional audiences, including:

· Researchers in education, sociology, linguistics, psychology, and policy studies

· Curriculum developers, instructional designers, and educational technologists

· Teachers, school leaders, and faculty developers across education levels

· Graduate students and emerging scholars

· Education NGOs and international development agencies

· Policymakers and decision-makers in ministries and departments of education

�� Commitment to Educational Impact

EduTRENDS upholds a commitment to research that generates measurable educational impact, on learners, educators, institutions, and communities. It amplifies voices that advocate for education as a transformative force in the lives of individuals and societies, particularly within contexts marked by marginalization, systemic inequities and historical underrepresentation.

Its publication ethos honors the endurance of mind in research, the foundational spirit of Mindura, by elevating research that is not only intellectually sound but also socially purposeful and contextually grounded. The journal seeks to bridge academic knowledge with real-world practices and policy decisions that uplift educational outcomes and transform teaching-learning cultures.