Aims and Scope
Education Thinking‘s primary aim is to publish stand-alone literature reviews that present up-to-date overviews of existing knowledge on topics in any education-related field. All approaches to reviewing education research literature are welcome, whether systematic or not, including meta-analyses and meta-narrative reviews. Most preferably, articles should comprehensively cover the research literature on their topic. They are expected to — in a structured manner — outline the main milestones of knowledge development on the topic; identify filiations of thought that shaped the knowledge accumulation process; outline the themes that were addressed and those that were not; highlight the main converging, contrasting or parallel views, approaches (including concepts, theories, and methods) and results; emphasise the main findings; and spot the main shortcomings and points of weakness or uncertainty that invite further research in future.
Literature reviewing is a crucial step in the research process. Securing a comprehensive and precise overview of the existing knowledge base is essential to understand where exactly research is needed and how to effectively point to creating new knowledge. Reviews are also a privileged medium for thinking education, helping figure out how education thought was shaped over time, and suggesting how it can contribute to inspiring and guiding the future of educational approaches, theories, policies, and practices. Education Thinking aims to partake in providing its readers with comprehensive and structured insights as a starting point when addressing a research. To researchers, the journal intends to offer opportunities for early publishing the literature survey part of their ongoing long-run research. For those with extensive research experience in a field, Education Thinking also provides a platform to bring together, publish and share the knowledge acquired. Literature review chapters from ongoing or recently defended doctoral dissertations are particularly welcome: the journal aims to encourage doctoral students to fully, thoroughly, and properly survey the literature on their topic as it offers a venue for publishing ensuing full-fledged reviews.
The journal also greets methodological papers on how to conduct literature reviews. To some extent, primary literature articles presenting new theories and/or new findings from empirical research, and other types of education research articles, may be considered as well. Book reviews discussing one or several recently published books with respect to a given issue are acceptable.
Education Thinking is an international peer-reviewed scholarly journal addressed to education researchers. It is online and open access. Manuscripts must be written in English. The journal publishes one volume per year. Articles are published on an ongoing basis, following the article-based publication model.
Education Thinking — Founded in 2021 — ISSN 2778-777X — Indexed in ProQuest and EBSCO.