Focus and Scope

INSPIRE: Journal of Innovation in Social Learning is a peer-reviewed academic journal that publishes high-quality scholarly works in the field of education and social learning, with particular emphasis on educational innovation, Islamic education, social and humanities education, digital learning, character education, multicultural education, and community-based learning. The journal is committed to advancing empirical, theoretical, and interdisciplinary knowledge that contributes to the improvement of teaching, learning, curriculum, teacher education, and educational policy across diverse formal, non-formal, and informal educational contexts.

INSPIRE promotes rigorous and relevant scholarship that examines the design, implementation, evaluation, and transformation of educational theory and practice in social learning contexts. The journal welcomes studies that address contemporary issues, emerging trends, and enduring challenges in education at the local, national, and international levels. INSPIRE particularly encourages manuscripts that contribute to the development of meaningful, equitable, inclusive, and context-responsive learning.

The journal welcomes original research articles, review articles, and conceptual papers addressing, but not limited to, the following areas:

  • Educational innovation and curriculum development
  • Teaching and learning in Islamic education, social sciences, humanities, and interdisciplinary education
  • Instructional design, pedagogical models, and classroom practices
  • Assessment, evaluation, literacy, and higher-order thinking skills in education
  • Pre-service and in-service teacher education and professional development
  • Educational policy, reform, leadership, and governance
  • Character education, moral education, and values education
  • Multicultural education, inclusive education, and diversity in learning
  • Digital learning, e-learning, blended learning, and educational technology
  • Artificial intelligence, media, and emerging technologies in education
  • Social, cultural, cognitive, psychological, and affective dimensions of learning
  • Community-based learning, service learning, and social engagement
  • Informal and non-formal learning in families, communities, digital spaces, and everyday life
  • Educational studies related to sustainability, citizenship, and social responsibility
  • Interdisciplinary studies connecting education with religion, sociology, anthropology, psychology, philosophy, history, communication, and related fields

INSPIRE also provides space for scholarship in several important areas of educational inquiry. These include studies on social learning, especially research exploring how learners develop understanding, values, participation, collaboration, identity, and critical awareness across varied social and cultural contexts and through different theoretical perspectives. The journal also welcomes papers on issues and trends in education, including analytical, interpretive, and critical discussions of current educational, social, cultural, technological, and philosophical developments relevant to teaching and learning.

In addition, INSPIRE encourages submissions on learning in everyday life, particularly studies that investigate learning beyond formal classrooms, such as in families, communities, online environments, religious institutions, youth organizations, and public learning spaces. Manuscripts focusing on teacher education are also highly relevant, including those examining teacher preparation, induction, professional growth, instructional competence, reflective practice, and the broader contexts shaping teachers’ work throughout the teaching career continuum.

The journal further welcomes studies on educational policy, including analyses of policy goals, implementation, effects, and the ways policy decisions influence curriculum, teaching, learning, assessment, teacher development, and educational equity. INSPIRE also supports interdisciplinary studies in education and social learning that draw on perspectives from religion, sociology, anthropology, psychology, philosophy, history, communication, cultural studies, and other related disciplines to enrich educational theory, methodology, and practice.

All submissions must demonstrate clear relevance to education and social learning and make a meaningful contribution to theory, research, policy, or practice. Manuscripts should employ sound and appropriate scholarly approaches, whether quantitative, qualitative, mixed methods, review-based, or conceptual in nature. INSPIRE values studies with strong theoretical grounding, methodological rigor, clear argumentation, and well-developed implications for educational practice and social learning.

Note: INSPIRE prioritizes manuscripts that focus explicitly on educational questions and implications in social learning contexts. Studies centered solely on disciplinary content without clear relevance to teaching, learning, curriculum, assessment, teacher education, educational innovation, or educational policy are generally outside the main scope of the journal.