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Description
A peer-reviewed open-access journal publishing original research, review articles, and scholarly studies across education and pedagogy. KJEP provides a dedicated platform for educators, curriculum developers, educational administrators, and policy researchers to advance knowledge in teaching, learning, and educational systems, with a particular focus on transformative pedagogical practices and the challenges and opportunities facing education in Africa and the developing world.
Aims and Scope
KJEP welcomes original research articles, review papers, case studies, and short communications spanning all areas of education and pedagogy. Subject areas include curriculum design, development, and evaluation, teaching and learning theories and methodologies, educational technology and e-learning, blended and distance learning, higher education management and administration, early childhood and primary education, secondary and tertiary education, technical and vocational education and training, special and inclusive education, teacher education and professional development, educational leadership and school management, educational psychology and learner motivation, assessment and evaluation in education, literacy and numeracy development, multilingual and multicultural education, gender and education, education policy analysis and reform, comparative and international education, community and adult education, lifelong learning, and the sociology and philosophy of education. The journal is particularly interested in interdisciplinary research that connects pedagogy with technology, psychology, policy, and social development. Studies that examine innovative approaches to teaching and learning, the integration of digital tools and artificial intelligence in education, widening access and participation in higher education, and the role of education in driving social and economic development are strongly encouraged. Research addressing the unique educational challenges and opportunities in African and developing world contexts — including resource constraints, language diversity, curriculum relevance, and equity in access — is especially welcomed. Both theoretical contributions that advance educational scholarship and applied research with direct relevance to classroom practice, institutional management, and education policy are within scope.