Natasha Anne Rappa

The Asia-Pacific Education Researcher (TAPER) is an international refereed journal of original and innovative research in education. It provides a venue for the publication of empirical and theoretical studies in education, with emphasis on the experiences of successful educational systems in the Asia-Pacific Region. The journal publishes:

Regular Articles that report original and innovative research work that leads to the understanding and/or improvement of educational processes and outcomes using research methods and analytic frameworks of the varied academic disciplines (anthropology, applied linguistics, cognitive science, economics, history, philosophy, political science, psychology, sociology, among others) and also using multidisciplinary and interdisciplinary approaches;

and Special issue articles whose description will be provided on the Call for Papers of each special issue.

While there is some nascent research on using Generative AI for self-directed learning (see Ali et al., 2023; Lashari & Umrani, 2023; Marquadson, 2024), there is still a dearth of research exploring the intersection of Generative AI and agentic and self-directed learners. The aim of this special issue is to present a collection of articles laying a foundational understanding of this intersection through the exploration of a range of Generative AI platforms and applications in K-12 and higher education. We invite conceptual, systematic and scoping reviews, empirical studies based on qualitative, qualitative and mixed methods research, and methods articles.

Journal of the Science of Learning and Innovations

Educational authorities worldwide face formidable challenges in preparing the young generation in the age of escalating technology development, intense economic competitions, and uncertain world events. The policy makers in different countries engage with sweeping educational reforms to revitalize their respective education systems and focus on research and student learning. Many attempted to conduct translational and applied research in education, but solutions to multifaceted educational issues are elusive due to the continually changing and developing environment. To succeed, there is a greater need to document forward-thinking and state-of-the-art research practices. This journal provides a venue for interdisciplinary researchers to share their leading-edge investigations and promising discoveries.

The scope of this journal is deliberately broad both in coverage and methodological aspects. The journal will explore contemporary educational research approaches and understand the science of learning from interdisciplinary perspectives. The articles in this journal will cover theoretical issues and research and development aspects to advance knowledge about how students learn. The topics in this journal are drawn from cognitive, neuroscience, educational psychology, anthropology, computer and information science, media, and cultural studies and explore pedagogical, technological, sociological, and psychological aspects of human learning.

Pedagogies: An International Journal 

The journal provides a forum for discussions on how educators might improve teaching and learning in formal and informal settings. It brings together emergent and groundbreaking work on pedagogy in response to transforming communities and student bodies, new knowledge and forms of communication. Articles range from analyses, discussions, debates, reviews and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life. The journal welcomes submissions on issues of teaching and learning in any content area or discipline. Research reporting on communities or contexts underrepresented in the production of academic knowledge is especially welcome.

While Pedagogies welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning. Though we prioritise empirical work, purely theoretical manuscripts will also be considered.