Section Policy

SECTION POLICY

Pedagogical Perspective (PedPer)

ISSN: 2822-4841 | DOI Prefix: 10.29329

Quick Summary

Pedagogical Perspective (PedPer) (eISSN: 2822-4841) accepts submissions in four main sections: Research Articles, Review Articles, Analysis / Case-Based Articles, and Vision Papers. In addition, Editorials are published by invitation for thematic (special) issues. Each section reflects the journal’s commitment to rigorous scholarship, interdisciplinary perspectives, and the advancement of educational research.

Peer review (applies to all sections): All submissions to PedPer, including Vision Papers, are subject to double-blind peer review by at least two independent reviewers, in accordance with PedPer’s Peer Review Policy.

Section Overview

Section	Description	Word Limit	Peer Review
Research Articles	Original empirical studies (qualitative, quantitative, mixed-methods, experimental, design-based, methodological)	6,000–10,000	Double-blind
Review Articles	Systematic reviews, meta-analyses, scoping reviews, critical/integrative reviews	7,000–12,000	Double-blind
Analysis / Case-Based	Case studies, practice-based investigations, policy analyses, context-specific qualitative studies	5,000–8,000	Double-blind
Vision Papers	Forward-looking conceptual, theoretical, or reflective contributions	4,000–7,000	Double-blind
Editorial (by invitation)	Thematic issue introductions by guest editors	1,500–3,000	EiC review

Note: Word limits are inclusive of the main text and exclude the abstract, references, tables, figures, and appendices. The Editor-in-Chief may grant exceptions in justified cases.

1) Research Articles

Research Articles report original and rigorous empirical studies using qualitative, quantitative, mixed-methods, experimental, survey-based, design-based, or methodological approaches.

Typical topics include (non-exhaustive)

Teacher education and professional development
Curriculum and instruction
Educational technologies and AI in education
Learning sciences
Assessment, measurement, and educational evaluation
Inclusive and multicultural education
Interdisciplinary and comparative educational research

Research Articles should clearly demonstrate

A strong theoretical foundation
A robust methodological design
Sound data analysis and/or systematic interpretation
Meaningful implications for educational practice, research, and policy

PedPer prioritizes submissions that integrate theory and practice and contribute new insights to educational scholarship.

2) Review Articles

Review Articles provide comprehensive, critical, and integrative examinations of existing literature on significant educational topics.

This section may include

Systematic reviews
Meta-analyses
Scoping reviews
Critical narrative reviews
Integrative reviews

Review Articles should

Clearly define the review type and method (e.g., search strategy and inclusion/exclusion criteria, where applicable)
Identify gaps, debates, and emerging trends
Establish strong links between theoretical perspectives and practical implications
Offer evidence-based recommendations for researchers, educators, and policymakers

PedPer values review articles that provide authoritative and synthesized knowledge to support future research and educational innovation.

3) Analysis / Case-Based Articles

Analysis / Case-Based Articles present in-depth analytical studies, case studies, or practice-based investigations that explore educational processes, instructional practices, learning environments, program implementations, or policy applications.

Suitable submissions may include

Classroom- or school-based case studies
Analyses of specific pedagogical interventions
Examination of policy enactment or educational reforms
Detailed explorations of innovative teaching practices
Context-specific qualitative investigations

These articles should

Demonstrate clear theoretical grounding
Present rich and well-interpreted evidence
Highlight implications for practitioners, educators, and researchers
Connect localized findings to broader educational discourse

PedPer seeks analytical papers that provide deep insight into real-world educational contexts and inform practice and decision-making.

4) Vision Papers

Vision Papers present forward-looking, conceptual, or reflective contributions that offer innovative, original, and thought-provoking perspectives on contemporary educational challenges and future directions.

Vision Papers may include

Theoretical or conceptual arguments
Reinterpretations of existing frameworks
Proposals of new pedagogical paradigms
Discussions of emerging technologies and educational futures
Critical reflections on policy, practice, or societal changes

Evaluation and review

Vision Papers are assessed for originality, scholarly merit, and conceptual clarity and are subject to double-blind peer review by at least two independent reviewers, in accordance with PedPer’s Peer Review Policy.

PedPer encourages Vision Papers that stimulate intellectual debate and propose new directions for research or practice.

5) Editorials (by invitation only)

Editorials are published as introductions to thematic (special) issues and are prepared by Guest Editor(s) in coordination with the Editor-in-Chief. Editorials are not open for general submission; they are commissioned by the editorial office.

Editorials should provide an overview of the thematic issue’s topic and significance, summarise how the included articles contribute to the theme, and identify gaps or directions for future research.

Editorials are reviewed by the Editor-in-Chief before publication but are not subject to external double-blind peer review. For full details, see the Thematic Issue Policy.

6) Selecting a Section During Submission

When submitting a manuscript through the OJS submission system, authors must select the appropriate section (Research Article, Review Article, Analysis / Case-Based Article, or Vision Paper) that best matches their manuscript.

If the Editor-in-Chief determines during the initial editorial screening that a manuscript would be better suited to a different section, the author(s) will be informed and the manuscript may be reassigned with the author’s consent. This reassignment does not affect the peer review process or timeline.

Authors who are unsure which section to select are encouraged to consult the Aim & Scope and this Section Policy, or to contact the editorial office for guidance.

7) Formatting and Guidelines

All submissions must follow the formatting, structure, and referencing requirements described in the Author Guidelines and use the PedPer Manuscript Template. Key requirements include: