Aim and Scope

Journal of Transformative Pedagogies and Learner Engagement is a peer-reviewed, fully open-access journal dedicated to advancing scholarship and practice in transformative education. Launched in January 2026, Journal of Transformative Pedagogies and Learner Engagement publishes rigorous, innovative, and impactful work that deepens understanding of how pedagogical approaches can foster perspective transformation, meaningful learner engagement, and sustained personal, social, and ecological change.

The journal provides a platform for research and practice that examines how education can cultivate critical reflection, agency, ethical responsibility, and inclusive participation across diverse learning contexts.

Aims

Journal of Transformative Pedagogies and Learner Engagement aims to:

  • Provide a leading scholarly platform that bridges transformative learning theory with innovative pedagogical practice

  • Promote pedagogies that encourage critical reflection, dialogue, perspective transformation, learner agency, and deep engagement

  • Advance educational approaches that challenge dominant paradigms, address systemic inequities, and support inclusive, culturally responsive, and socially just learning environments

  • Foster interdisciplinary and transdisciplinary dialogue on education as a catalyst for personal, communal, and societal transformation

  • Support educators, researchers, practitioners, and community leaders in designing and sharing pedagogical practices that prepare learners for complexity, uncertainty, and ethical responsibility in the 21st century and beyond

  • Amplify voices and perspectives from diverse global contexts, particularly those from underrepresented and marginalized communities

Scope

Journal of Transformative Pedagogies and Learner Engagement welcomes high-quality submissions addressing, but not limited to, the following areas:

  • Theoretical and conceptual perspectives on transformative learning and pedagogy

  • Critical pedagogy, feminist pedagogies, decolonizing approaches, and anti-oppressive education

  • Experiential, dialogic, inquiry-based, arts-based, place-based, embodied, and contemplative pedagogies

  • Learner agency, motivation, belonging, identity development, and sustained engagement

  • Education for equity, inclusion, anti-racism, global citizenship, and social justice

  • Sustainability education, eco-pedagogy, and pedagogies of care for people and planet

  • Educator transformation, professional learning, leadership, and reflective practice

  • Digital, hybrid, immersive, and emerging pedagogies supporting transformative processes

  • Assessment and evaluation practices aligned with transformative learning outcomes

  • Community-based, adult, informal, lifelong, and non-formal learning contexts

  • Narrative inquiry, autoethnography, participatory research, and practitioner-led methodologies

  • Interdisciplinary and transdisciplinary approaches to learner engagement and transformation

National and Societal Relevance

In addition to its global scholarly orientation, Journal of Transformative Pedagogies and Learner Engagement recognizes the transformative role of education in national development. The journal welcomes contributions that engage with contemporary policy and developmental goals, including research and practice aligned with India’s vision of Viksit Bharat@2047.

By publishing evidence-based research, reflective practice, and innovative pedagogical models, Journal of Transformative Pedagogies and Learner Engagement seeks to contribute to the development of empowered, equitable, and engaged learners and educators—forming the human foundation necessary for a prosperous, inclusive, and self-reliant society. Submissions may explicitly or implicitly connect transformative pedagogies to national and societal development goals, while remaining grounded in rigorous scholarship and ethical inquiry.