Journals
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Arshaka: Pedagogy and Learning Review
Arshaka: Pedagogy and Learning Review (e-ISSN: 3123-5794) is an academic journal that focuses on educational and pedagogical studies across various levels of education, ranging from primary to higher education. The journal serves as a scholarly platform for publishing empirical research, theoretical analyses, and literature reviews that contribute to the advancement of learning practices, pedagogical innovation, and the enhancement of educational processes and outcomes. With its multidisciplinary scope, the journal offers a platform for research that integrates both conventional and contemporary approaches in education, encompassing the use of technology, learning psychology perspectives, and cultural diversity within pedagogical practices.
This journal employs a double-blind peer-review process to ensure the integrity, objectivity, and scientific rigor of all published manuscripts. It welcomes submissions from academics, researchers, educators, and policymakers across a wide range of disciplinary backgrounds. Arshaka encourages interdisciplinary, collaborative, and context-driven approaches in exploring contemporary educational challenges and pedagogical developments.
Languages of publication: English
Publication frequency: Biannual (June and December)
Publisher: PT. Creative Smart VisionaryAll submitted manuscripts undergo a rigorous editorial process, including peer review and final proofreading, to ensure the quality, originality, and academic contribution of each published work.
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Journal of Educational and Pedagogical Research
Journal of Educational and Pedagogical Research (JEPR) is a peer-reviewed academic journal dedicated to advancing scholarly research in the fields of education and pedagogy. The journal provides a platform for educators, researchers, and policymakers to disseminate original research, theoretical insights, and critical reviews that contribute to the development and improvement of educational practices across all levels of education.
JEPR publishes high-quality manuscripts focusing on curriculum and instruction, educational innovation, education policy, assessment and evaluation, technology-enhanced learning, and professional development for educators. The journal also welcomes contributions that explore contemporary pedagogical issues, inclusive education, and culturally responsive teaching.
Published biannually, in June and December, JEPR aims to promote academic dialogue, disseminate best practices in education, and support the global exchange of knowledge in the field of pedagogy.
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Primary Education Insight
Primary Education Insight (e-ISSN: 3110-5653) is a peer-reviewed scientific journal dedicated to advancing research, theory, and professional practice in the field of primary education. The journal publishes original empirical studies and systematic literature reviews that explore diverse issues relevant to elementary-level education. As an open-access journal published in English, it releases two issues annually, specifically in June and December, ensuring wide dissemination of high-quality and contextually grounded scholarship.
Primary Education Insight also serves as an academic platform for researchers, educators, teachers, and education practitioners to share research findings, theoretical perspectives, and innovative practices aimed at improving the quality of primary education. Areas of interest include curriculum development, teaching strategies, literacy and numeracy, classroom assessment, character education, integration of local wisdom, inclusive education, child development, educational technology, school management, and policy implementation. The journal welcomes interdisciplinary contributions that connect education with psychology, technology, public policy, and child welfare to support the holistic development of learners.
A distinctive feature of the journal is its commitment to promoting culturally relevant and locally rooted educational practices. It places strong emphasis on bridging theory and classroom practice by encouraging submissions from practitioners, including classroom action research (PTK), case studies, and applied innovations. Through this approach, Primary Education Insight is committed to contributing to the development of transformative, inclusive, and practice-based knowledge that strengthens the quality of education at the primary school level.
