Dibon Journal of Education (DJE) (ISSN: 2978-0586) is an open-access peer-reviewed journal published by Dibon Publishing House in the UK. The journal publishes research in the fields of education, educational leadership and administration, curriculum design and instructional methods, educational technology integration, AI in education, assessment and evaluation methodologies, special and inclusive education, early childhood education, and educational psychology. We prioritise empirical studies that employ quantitative, qualitative, or mixed-methods approaches, particularly those examining classroom teaching practices, student engagement, teacher professional development, and educational policy implementation.
The journal follows a double-blind peer review process in which each manuscript is evaluated by at least two independent reviewers, to ensure academic excellence. With a commitment to high scholarly standards and ethical research practices, DJE aims to advance knowledge and foster meaningful contributions to the field of education.
DJE levies no submission, processing, or publication charges (APCs), and authors retain full copyright of their work under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence.
Publication Frequency: DJE publishes 4 issues per year (March, June, September, and December); authors may submit their manuscripts at any time throughout the calendar year.
Metrics*
Days to First Editorial Decision: 18 days (median)
Days from Submission to First Review Decision: 65 days (median)
Acceptance Rate: 49%
Days from Acceptance to Online Publication: Within next quarterly issue
Total Time to Publication: 59–150 days (median: 105 days)**
* Varies by submission date relative to quarterly publication schedule
** Last updated July 1, 2026
Objectives
This issue explores the transformative role of emerging technologies and evolving pedagogical paradigms in shaping the future of education, with particular focus on ethical, inclusive, and sustainable approaches to teaching and learning.
Read more about Call for Papers (Volume 2, Issue 1)
This issue offers six articles and a book review on pedagogy, teacher formation, and the expanding role of AI in education. Contributions span sustainability competencies, the hidden curriculum in teacher training, AI adoption among university faculty and students, and practical frameworks for classroom instruction, closing with a review of Creswell's Research Design (3rd ed.). Readers are warmly invited to explore these works and the questions they raise.
