Current Issues in Education

Aims & Scope

Current Issues in Education (CIE) is an open access, peer-reviewed academic education journal produced by doctoral students at Mary Lou Fulton Teachers College of Arizona State University.

The journal publishes articles on a broad range of education topics that are timely and have relevance in the field of education both nationally and internationally.

We seek innovative scholarship that tackles challenging issues facing education.

The mission of the journal is to advance scholarly thought by publishing articles promoting dialogue, research, practice, and policy, as well as developing a community of scholarship.

We are currently accepting submissions that fit into three strains of educational research.

One includes articles that examine current educational policy, another seeks articles that examine practices of literacies, learning and technology, and the last solicits pieces that apply action research methodologies in various educational contexts.

Manuscripts for the educational policy strain might focus on a wide variety of policies and programs from early childhood education through postsecondary education.

Examples include policy briefs, commentaries, literature reviews, methods papers (both qualitative and quantitative), and theoretical or conceptual pieces.

Manuscripts that examine literacies and learning include, but are not limited to: literature reviews, methods papers, papers that employ qualitative methods, theoretical platforms, and mixed methods.

Action research manuscripts should clearly demonstrate a disciplined inquiry that includes procedures, measures, and outcomes.

Reflection upon these should be demonstrated by the practitioner to highlight the efforts that improve practice through scientific approaches.

The work should help bridge the gap that lies between research and practice.

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Apc url
• License

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Identifying and Navigating the Barriers of Parental Involvement in Early Childhood Education

  Citation: 14

  Authors: Mark, Kenneth, Zion

• Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review

  Citation: 11

  Authors: Erin, Linda, Tian

• More Than Strength from Within: Cultivating Teacher Resilience During COVID-19

  Citation: 9

  Authors: Harriet B., Heather L.

• Understanding SEL to Create a Sense of Belonging: The Role Teachers Play in Addressing Students’ Social and Emotional Well-Being

  Citation: 7

  Authors: Blanca

• Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study

  Citation: 4

  Authors: Ann, Rebecca

• "Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context

  Citation: 3

  Authors: Adaobiagu

• Teacher SEL Space: Addressing Beginning Teachers’ Social Emotional Learning in a Support Group Structure

  Citation: 3

  Authors: Peter Clyde

• Becoming humanizing educators during inhumane times: Valuing compassion and care above productivity and performance

  Citation: 3

  Authors: Grace Inae, Leah

• Is Consistency Possible? Course Design and Delivery to Meet Faculty and Student Needs

  Citation: 2

  Authors: Taralyn, David, Yolany, Jackie

• Teacher-Preparation Programs and Trauma-Informed Teaching Practices: Getting Students to CHILL

  Citation: 2

  Authors: Stacy