Journals

  • Culture, Education, and Future

    Culture, Education, and Future (CEF) is an open-access, peer-reviewed international journal sponsored by the Association for the Advancement of Interdisciplinary Education Studies (AAIDES) that explores the intersections of cultural dynamics and educational practices in preparing for future challenges. The journal publishes research examining how cultural contexts shape educational approaches and how education can respond to emerging social, technological, and global transformations.

    CEF focuses on studies that investigate cultural responsiveness in education, future-ready pedagogical practices, and the evolving relationship between local cultural contexts and global educational trends. The journal values both country-specific studies providing deep insights into cultural educational practices and cross-cultural comparative analyses that bridge diverse national and regional experiences.

    The journal welcomes researchers from diverse educational settings, including K–12 schools, universities, adult learning centers, and community organizations. CEF encourages submissions addressing culturally relevant education, future-oriented curriculum development, and the impact of demographic, technological, and social changes on educational practices. The journal incorporates interdisciplinary perspectives from anthropology, sociology, psychology, linguistics, and communication studies.

    CEF seeks to provide educators, administrators, curriculum developers, researchers, and policymakers with evidence-based insights for creating culturally responsive and future-oriented educational environments. The journal welcomes various research methodologies, including qualitative, quantitative, mixed methods approaches, and innovative research designs that advance understanding of culture-education-future intersections.

  • C&P

    Currere and Praxis

    Currere and Praxis (C&P) is a peer-reviewed journal sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) that explores curriculum studies through the interconnected concepts of currere and praxis. The journal emphasizes reflective scholarship examining the theoretical and practical dimensions of curriculum work.

    C&P centers on currere as autobiographical reflection and critical inquiry, encouraging scholars to contemplate fundamental questions about knowledge, purpose, and meaning in curriculum. The journal explores praxis as the dynamic intersection between thinking and acting, theory and practice. It welcomes contributions using diverse methodological approaches, particularly narrative inquiry, autoethnography, and action research that examine curriculum work across local, national, and global contexts.

    Central to the journal’s scope are discussions of social justice, human rights, and equity in curriculum development. Articles addressing democratization, identity formation, indigenous concerns, poverty, and social exclusion are encouraged. The journal seeks to understand how curriculum can contribute to more just and inclusive educational practices while recognizing the complex forces shaping educational experiences.

    C&P serves formal and informal educational settings from early childhood through higher education, including teacher preparation, vocational training, and community learning. The journal connects scholarly research with practical application, emphasizing how theoretical insights can inspire meaningful change in educational practice. Through this approach, C&P advances curriculum studies while addressing the evolving needs of diverse educational communities worldwide.

  • PCE

    Professional Capital in Education

    Professional Capital in Education (PCE) is an international peer-reviewed journal sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) that provides a dedicated platform for scholarly research into professional development, capacity building, and leadership in educational settings worldwide. The journal is committed to advancing understanding of how professional expertise, learning cultures, and organizational dynamics can be cultivated to enhance educational outcomes.

    PCE publishes original research articles, theoretical analyses, empirical studies, and critical reviews that examine professional development frameworks, leadership practices, and evidence-based approaches to building sustainable capacity in education. The journal explores professional learning communities, evidence-based decision making, teacher collaboration, and international perspectives on professional development. PCE seeks to bridge the gap between research and practice by featuring work that demonstrates how professional growth and collaborative cultures can improve teaching, learning, and educational effectiveness.

    PCE is published twice a year as an open-access journal. All submissions go through a rigorous double-blind peer review process to ensure the highest standards of academic quality and integrity. The journal accepts various types of submissions, including original research articles (empirical studies), theoretical and conceptual papers, systematic literature reviews, case studies and best practice reports, as well as policy analyses and critical commentaries.

    Through its open-access policy, PCE ensures widespread dissemination of cutting-edge research and theoretical developments in professional development in education, serving as a resource for educational leaders, researchers, policymakers, and practitioners worldwide.