Aims
The International Journal of Educational Narratives is a peer-reviewed scholarly journal dedicated to advancing the understanding of how narratives function as powerful epistemological, methodological, and pedagogical tools in education. The journal aims to provide a rigorous academic platform for examining the role of stories personal, institutional, cultural, and digital in shaping educational theory, learning processes, professional practice, and policy development across diverse educational contexts.
The journal seeks to bridge interdisciplinary perspectives while maintaining a clear focus on narrative-centered inquiry. It promotes critical, reflective, and context-sensitive research that explores how narrative constructions influence meaning-making, identity formation, ethical understanding, and transformative learning within formal and informal educational settings.
Scope
The International Journal of Educational Narratives welcomes original research articles, theoretical contributions, and methodological innovations that position narratives as central frameworks, analytical lenses, or research methods in educational inquiry.
The scope includes, but is not limited to, the following interconnected areas:
1. Narrative-Based Research Methodologies
Exploration of narrative inquiry, life history, autoethnography, biographical research, case studies, and storytelling as systematic approaches to knowledge production in education.
2. Narratives in Teaching, Learning, and Pedagogy
The use of narratives to enhance instructional design, classroom engagement, reflective learning, and the development of critical and metacognitive skills.
3. Teachers’ Narratives and Professional Identity
Studies on educators’ lived experiences, reflective practices, professional journeys, and identity construction through narrative perspectives.
4. Narratives in Multicultural and Cross-Cultural Education
The role of storytelling in fostering intercultural understanding, social cohesion, identity negotiation, and inclusive educational practices.
5. Digital Narratives and Educational Technology
Integration of narrative approaches in digital environments, including digital storytelling, virtual learning, social media narratives, and AI-mediated narrative learning.
6. Narratives in Educational Psychology and Counseling
Narrative approaches to understanding learners’ motivation, emotional development, resilience, well-being, and therapeutic or counseling practices in education.
7. Narratives in Character Education, Ethics, and Citizenship
The use of narratives to develop moral reasoning, ethical awareness, civic responsibility, and social values in educational contexts.
8. Narratives in Curriculum and Instructional Design
Narrative-informed curriculum development, culturally responsive pedagogy, and the integration of local wisdom, religious values, and contextual knowledge into learning design.
9. Narratives in Educational Management and Policy
Narrative analysis in leadership, institutional culture, policy discourse, and decision-making processes within educational systems.
10. Narratives in Science, Technology, and STEM Education
Application of narrative approaches to humanize scientific knowledge, contextualize abstract concepts, and improve engagement in STEM learning.
11. Narratives in Inclusive and Special Education
Exploration of lived experiences of learners with diverse needs, inclusive practices, and advocacy through narrative perspectives.
12. Narratives, Discipline, and Social Behavior in Education
Narrative-based understanding of discipline, classroom management, social behavior, and character formation in educational environments.
Closing Positioning Statement
The journal strongly encourages interdisciplinary contributions across fields such as Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Curriculum Studies, Religious Education, Cross-cultural Education, and Discipline Education, provided that narratives remain the central analytical, methodological, or conceptual foundation of the study.
Submissions that do not explicitly engage with narrative perspectives will be considered outside the scope of the journal.