Call for Chapters: Encyclopedia of Education and Human Development

Editors

Jared Keengwe, University of North Dakota, USA

Introduction

Education worldwide is being reshaped by rapid, overlapping forces (e.g. technological change, demographic shifts, evolving labor markets, and growing demands for equity and well-being) moving systems beyond stable national pathways into dynamic global networks. At the same time, advances in developmental science are transforming how learning, identity, cognition, and social-emotional growth are understood across the lifespan.

In this environment, policymakers, researchers, educators, and students need reliable, up-to-date perspectives that synthesize emerging evidence, clarify enduring debates, and connect practice to human development, requiring not just trend awareness but coherent, interdisciplinary insight grounded in broader historical and cultural frameworks.

Objective

The Encyclopedia of Education and Human Development is a comprehensive, authoritative, and evolving scholarly resource that reflects the dynamic global landscape of education and human development by integrating perspectives from developmental science, education research, policy analysis, and practice, while upholding rigorous standards of quality, ethics, and integrity and ensuring broad international representation.

Unlike traditional publishing models, which can carry a delayed release of content, this encyclopedia operates as a living reference work with a continuous publication model, publishing peer-reviewed articles immediately upon final acceptance. This ensures timely access to the most current and impactful research.

Target Audience

The Encyclopedia of Education and Human Development is designed for a broad, interdisciplinary audience engaged in education, research, practice, and policy across global contexts. It is intended for those who require timely knowledge and integrative perspectives on education and human development. Specifically: 1) Scholars and researchers; 2) Higher education faculty and instructors; 3) Graduate and post-graduate students; 4) Policymakers and education leaders; 5) Practitioners and professionals; and 6) Organizations and institutions

Recommended Topics

Article proposals are welcome on topics including, but not limited to:

Education Systems, Policy, and Leadership

  • Governance and administration of education 
  • School leadership and organizational development 
  • Education finance and resource allocation 
  • Institutional culture and change 
  • Policy formation and implementation 
  • Global education policy 
  • Political dimensions of education 
  • Teacher development and professional identity 
  • Teacher preparation and induction 
  • Teacher well-being and burnout 
  • Instructional coaching and mentoring 
  • Educators as change agents 

    • Teaching, Learning, and Instructional Practice

  • Curriculum theory and design 
  • Standards-based education 
  • Interdisciplinary and integrated learning 
  • Assessment and feedback 
  • Differentiated instruction 
  • Student-centered learning 
  • Inquiry-based and problem-based learning 
  • Project-based learning 
  • Instruction for diverse learners 
  • Classroom management and learning environments 
  • Formative and summative assessment 
  • Alternative assessments and portfolios 
  • Learning analytics 
  • Ethical issues in assessment 

    • Technology, Media, and Innovation

  • Digital learning environments 
  • Online and blended education 
  • Artificial Intelligence in education 
  • Adaptive learning systems 
  • Media exposure and child development 
  • Digital literacy and citizenship 
  • Equity and access to educational technology 
  • Learning sciences and innovation 
  • New models of schooling 
  • Competency-based education 
  • Micro-credentials and alternative pathways 

    • Social, Emotional, and Moral Development

  • Peer relationships and social learning 
  • Teacher-student relationships 
  • Socialization processes in schools 
  • Bullying, aggression, and prosocial behavior 
  • School climate and belonging 
  • Emotional regulation and learning 
  • Social-emotional learning (SEL) 
  • Mental health in educational settings 
  • Trauma-informed education 
  • Resilience and coping mechanisms 
  • Moral reasoning and character education 
  • Civic education and democratic participation 
  • Ethics, values, and schooling 
  • Global citizenship education 
  • Education for sustainability and social responsibility 

    • Lifespan Education and Development

  • Early learning environments 
  • Play-based learning 
  • Family engagement and early intervention 
  • School readiness and transitions 
  • Early childhood policies and systems 
  • Developmental transitions and schooling 
  • Identity formation and schooling 
  • Motivation and engagement in adolescence 
  • Risk Behavior and prevention education 
  • Peer influence and learning 
  • Adult learning theories (andragogy, heutagogy) 
  • Workplace learning and professional development 
  • Higher education and student development 
  • Continuing education and lifelong learning 
  • Aging, cognition, and learning in later adulthood 

    • Cultural, Contextual, and Global Perspectives

  • Cultural models of development and learning 
  • Indigenous knowledge systems 
  • Language, culture, and schooling 
  • Identity, acculturation, and education 
  • Cross-national education systems 
  • Global education reforms 
  • Education in low-resource or conflict settings 
  • Migration, refugees, and education 
  • Community-based learning 
  • Informal education 
  • Place-based education 

    •

    Submission Procedure

    No Submission Fees

    Researchers and practitioners are invited to submit a article proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed article. Authors will be notified about the status of their proposals and sent article guidelines. Full articles of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted articles will be reviewed on a double-anonymized review basis. All manuscripts are accepted based on a double-anonymized peer review editorial process.

    All proposals should be submitted through the eEditorial Discovery® online submission manager.

    Note: As a traditional, non-open access publication, there are no publication fees, however, it will be mandatory for contributors to support their fellow colleagues by serving as a peer reviewer for this project for at least 2-3 articles in order to allow all article manuscripts to benefit from the full double-anonymized peer review process. This will ensure the highest level of integrity and quality for the publication. All contributors will receive authorship and reviewer credit (are able to link their contribution(s) to their ORCID profile, etc. and can also request a letter recognizing their participation in this project as well as full access to their published article

    Publisher

    This book is scheduled to be published by IGI Global Scientific Publishing, an international academic publisher of the "Information Science Reference", "Medical Information Science Reference", "Business Science Reference", and "Engineering Science Reference" imprints. IGI Global Scientific Publishing specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com.

    Indexing Information for Prospective Authors

    IGI Global Scientific Publishing meets the criteria for inclusion in major indexing services such as Scopus; however, it is important to note that all indexing decisions are made independently by these services. IGI Global Scientific Publishing books are selectively indexed by the indexing organization after publication. Indexing cannot be guaranteed for any book prior to publication, and the indexing organization has complete control over the final selection and timeline.

    Important Dates

    Following a thorough double-anonymized peer review process, Contributors can expect a first decision in roughly 30 days. Once the manuscript has been formally accepted by the Editor and meets all submission, quality, and ethical standards, it can be published in as little as 3 to 5 days.

    Inquiries

    Jared Keengwe

    University of North Dakota, USA

    jared.keengwe@und.edu
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