Perspectives in Education

Aims & Scope

Perspectives in Education (PiE) is is a fully open access journal, which means that all articles are freely available on the internet immediately upon publication.

PiE is also a professional, peer-reviewed journal that encourages the submission of previously unpublished articles on contemporary educational issues.

As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debate on a wide range of topics.

PiE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to), ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethno-methodology, social and educational critique, phenomenology, deconstruction, and genealogy.

Debates on epistemology, methodology or ethics, from a range of perspectives including post-positivism, interpretivism, constructivism, critical theory, feminism and post-modernism are also invited.

PiE seeks to stimulate important dialogue and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and universities of technology in South Africa and beyond.

Metrics & Ranking

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
• Plagiarism url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal requires an Article Processing Charge (APC) to support open access publishing, covering peer review, editing, and distribution. The current APC is 3,500.00 ZAR. Learn more.

Explore journals without APCs for alternative publishing options.

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.

• The challenges of inclusive education and its implementation in schools: The South African perspective

  Citation: 53

  Authors: Yolanda, Emmanuel O.

• Leading with meaning: Why diversity, equity, and inclusion matters in U. S. higher education

  Citation: 52

  Authors: Rachel

• The lack of parent involvement as hindrance in selected public primary schools in South Africa: The voices of educators

  Citation: 32

  Authors: Dr Paul Nwati, Prof Vusi

• Curriculum responsiveness within the context of decolonisation in South African higher education

  Citation: 31

  Authors: Kehdinga George, Damtew

• Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives

  Citation: 28

  Authors: Sabelo Abednego, Dumisani Wilfred

• Mitigating the digital divide in the South African higher education system in the face of the Covid-19 pandemic

  Citation: 25

  Authors: Emnet Tadesse

• The effects of translanguaging on the bi-literate inferencing strategies of fourth grade learners

  Citation: 25

  Authors: Mr Vukile Desmond, Prof Leketi

• Managing higher education institutions in the context of COVID-19 stringency: Experiences of stakeholders at a rural South African university

  Citation: 24

  Authors: Vusi, Bonginkosi Hardy, Emmanuel

• Towards a conceptual understanding of community engagement in higher education in South Africa

  Citation: 24

  Authors: Professor Raisuyah

• Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

  Citation: 22

  Authors: Edwin Darrell, June Monica