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: 26 days (average)
Days from Submission to Acceptance: 99 days (average)
Acceptance Rate: 53%
Desk Rejection Rate: 39%
Days from Acceptance to Online Publication: Within the next quarterly issue
Total Time to Publication: approximately 133 days (average)**
* Based on submissions received January to September 2026. Acceptance rate is calculated on submissions with a final decision
** Estimated as the average days to acceptance (99, January to September 2026) plus the average wait from acceptance to publication (34 days, based on the September 2026 issue). Last updated October 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 five articles on literacy, teacher preparation, and the policy-practice gap across the Philippines, Palestine, and Pakistan. Contributions span game-based reading instruction, out-of-field day care teaching, persuasive argumentation, generative AI in nursing education, and mother-tongue language policy. Readers are warmly invited to explore these works and the questions they raise.
