The Journal of Educational Sciences (JES) is an open access, double-blind peer-reviewed academic journal, published by West University of Timisoara, edited by the Department of Educational Sciences of the Faculty of Sociology and Psychology. JES publishes original and relevant research, studies, articles, and reviews on relevant topics within the broad range of education and connected scientific fields.

The journal is bi-annual, and the publishing language is English. The Journal of Educational Sciences is indexed in the following international databases: ERIH Plus, ERIC, Index Copernicus, CEEOL, CEU, DOAJ, EBSCO and OAJI.

All the JES's papers receive a DOI (CrossRef) and could be accessed immediately after the publication. There are no processing or acceptance fees for publishing, and no charge for reading or downloading articles and reviews for scholarly use, if proper credit is given. All JES's articles are licensed under a Creative Commons Attribution-NonCommercial- 4.0 International (CC BY-NC 4.0) License.

We invite you to submit articles to be considered for publication in the 2/2022 issue. The expected publication date is late December 2022.  

This number will be a special issue entitled "In Between Social and Economic: Making Adult Continuous Learning and Education Visible". The special issue will be guest edited by Dr. habil Balázs Németh PhD, Associate Professor in Adult Learning and Education, University of Pécs. Please see the special issue description below for further details.

The submission deadline for this special issue is the 1st of September 2022.

The author(s) can send the electronic version (Microsoft Word.doc) of the articles via email to the following address: [email protected]. Attached please find a file containing recommendations for authors to aid you in preparing your manuscript for submission.

The papers should respect the scientific and editing criteria of our journal, including the anti-plagiarism policy. The Recommendations for authors ensure maintaining the journal's expected and desirable scientific quality: https://rse.uvt.ro/recommendation.php?lang=en. The articles that do not meet the scientific and editing criteria will not be submitted to the peer-review process.

The sent papers shall be submitted to a double-blind peer-review. This process's results will be communicated to the authors within no more than six weeks after submission.

Every article sent to the Editorial Board of the Journal of Educational Sciences must be original research or manuscripts not previously published, either in full or preliminary form, in other publications and are not the subject of another peer review process in any other context.

At present, the world situation is very demanding. Please take good care of yourself and your family. Let's get through this together!

Best regards,

The JES's Editorial Board

 

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SPECIAL ISSUE DESCRIPTION

In Between Social and Economic: Making Adult Continuous Learning and Education Visible

Adult Learning and Education (ALE) have become profound building blocks of a sustainable future in both local and global contexts. In order to develop social cohesion and economic growth, the development of knowledge, skills, competences and attitudes are fairly necessary to cope with the complexity of how to raise participation and performance in adult learning. The approaches proposed by the UNESCO, the OECD and also that of the EU refer to development of education and training, having to improve lifelong or better put, continuous learning. Adult learning in our understanding heavily depends on high-quality instruments and methods used to enhance education of adults for social integration and inclusion, as well as to access better employment at a time of uncertainties. But what can we do to generate more respect and recognition towards ALE?

This special issue will address some specific topics of adult learning and education of our present time to be able to formulate a sustainable future for ALE:

• Participatory matters of adult learning – What roles do stakeholders play in ALE?
• Skills/competences development through ALE? What are the skills/competences priorities?
• From effectiveness to efficiency in ALE. What resources need to be mobilised for continuous learning in a sustained environment?
• Challenges to the New European Agenda for Adult Learning 2030 as policy frame.  Are there effective policy tools available?
• No one left behind! – Can we realise fair ways of inclusion and equity for resilience in societies?
• Roles for adult educators in building learning communities, cities and regions. Can we bridge active citizenship to employment/employabilities?

Therefore, we welcome evidence-based contributions that ground and demonstrate practical implications, reflections upon the topics/ questions addressed above and discuss challenging issues of adult learning environments in formal, non-formal or informal contexts.