Archives

• International Journal of Education, Literacies and Curriculum Studies

  Vol. 1 No. 1 (2025)

• International Journal of Education, Literacies and Curriculum Studies

  Vol. 2 No. 2 (2026)

  It is with great pride and enthusiasm that we present Volume 2, Issue 2 (2026) of the International Journal of Education, Literacies and Curriculum Studies. This issue brings together a diverse collection of scholarly works that contribute to the ongoing advancement of educational research, literacy development, curriculum innovation, and transformative pedagogical practices across local, national, and global contexts.

  As educational systems continue to evolve in response to technological advancements, cultural diversity, and emerging societal challenges, the need for evidence-based research has become increasingly important. The articles featured in this issue provide valuable insights into contemporary educational concerns, innovative instructional strategies, curriculum reforms, literacy enhancement initiatives, and inclusive learning environments. Collectively, these studies reflect the commitment of researchers, educators, and practitioners to fostering meaningful learning experiences and improving educational outcomes for diverse populations.

  The Editorial Board extends its sincere appreciation to all authors whose dedication and scholarly rigor made this publication possible. We likewise acknowledge the invaluable contributions of our peer reviewers and editorial team, whose expertise and commitment to academic excellence ensured the quality and integrity of every manuscript published in this volume.

  We hope that the research findings, theoretical perspectives, and practical implications presented in this issue will inspire further inquiry, collaboration, and innovation among educators, researchers, policymakers, and stakeholders in the field of education. May this collection serve as a catalyst for meaningful discussions and transformative actions that strengthen literacy development, curriculum responsiveness, and educational equity worldwide.

  On behalf of the Editorial Board, we thank our readers, contributors, and partners for their continued support of the International Journal of Education, Literacies and Curriculum Studies. We remain steadfast in our mission to promote high-quality scholarship that advances knowledge and contributes to the betterment of education and society.

  Editorial Board
  International Journal of Education, Literacies and Curriculum Studies
  Volume 2, Issue 2, 2026

• International Journal of Education, Literacies and Curriculum Studies

  Vol. 2 No. 1 (2026)

  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