Aims and Scope

Aims and Scope

About

The Global Educational Research Review (GERR) is a peer-reviewed international journal publishing innovative and rigorous research in education and religious education. With its dual focus, GERR advances interdisciplinary insights through Integrative Education, a holistic approach integrating intellectual, moral, social, and cultural dimensions. By addressing shared challenges, GERR promotes values education to shape character, citizenship, and interfaith understanding across diverse global contexts. It actively seeks contributions worldwide from researchers, educators, policymakers, and practitioners to enrich the discourse on global educational challenges.

Aims

GERR aims to advance the fields of education and religious education by providing a platform for rigorous and innovative research in Integrative Education. While maintaining distinct focuses on education and religious education as separate disciplines, GERR also explores their intersections. Specific aims include:

  • Investigating the integration of values education in shaping character development, fostering citizenship, and promoting interfaith understanding across diverse educational systems.
  • Exploring innovative practices and addressing shared challenges to create opportunities for holistic human development, emphasizing harmony between intellectual moral, and social growth through Integrative Education.
  • Contributing to global educational discourse by examining comparative and cross-cultural approaches to Integrative Education within diverse cultural and spiritual contexts.

Scope

GERR publishes research under the following thematic areas:

  • Education and Educational Innovation

    • - Curriculum and pedagogical development.
    • - Educational technology and digital transformation.
    • - Policy and institutional reforms in secular education systems.

  • Religious Education and Faith-Based Practices

    • - Faith-based pedagogies and moral education.
    • - Interfaith education initiatives.
    • - The role of religion in shaping educational outcomes and systems.

  • Intersections of Education, Religious Education, and Values Education

    • - The integration of values education in character and citizenship development.
    • - Comparative studies of secular and faith-based educational systems.
    • - The role of values education in promoting interfaith understanding and coexistence in multicultural societies.

Methodological and Theoretical Approaches

GERR supports a wide range of methodological and theoretical approaches grounded in the major paradigms of educational research: positivist, interpretive, and critical.
The positivist paradigm includes quantitative methods such as hypothesis testing, surveys, experiments, and post-positivist designs that emphasize objectivity, measurability, and the generalization of findings.
The interpretive paradigm encompasses qualitative approaches including interactionist, humanistic, phenomenological, ethnographic, naturalistic, ethnomethodological, existential, and action research. These approaches seek to understand meaning through participants' perspectives within specific social and cultural contexts.
The critical paradigm emphasizes ideology-critical approaches, including feminist, political, participatory, and emancipatory research. This includes participatory action research and critical ethnography, which examine power relations and aim to promote social transformation.
GERR also welcomes mixed-methods approaches that integrate quantitative and qualitative paradigms, as well as conceptual and philosophical inquiry that contributes to the advancement of theoretical understanding through rigorous analysis and synthesis.

Publication Categories

GERR welcomes a variety of article types that reflect the diversity of paradigms and methods in educational research. These include:

  • Research articles, which report original empirical research using quantitative, qualitative, or mixed-methods approaches, aligned with positivist, interpretive, or critical paradigms. Submissions should demonstrate methodological rigor, alignment with the chosen paradigm, and clear contributions to theory, policy, or practice.
  • Conceptual articles, which aim to advance theoretical understanding through systematic analysis of existing literature. These articles may adopt one of the following conceptual approaches: theory synthesis, theory adaptation, typology, or model development. Submissions must clearly articulate a theoretical focus, justify the selection and role of relevant concepts or frameworks, and present a logically structured and analytically sound argument. Although these articles do not involve empirical data collection, their theoretical contribution must be original, systematic, and significant.
  • Review articles, which critically examine and synthesize existing research on specific educational or religious topics. This category includes systematic reviews, meta-analyses, scoping reviews, integrative reviews, and bibliometric analyses. Submissions must clearly describe the procedures for literature selection, inclusion criteria, and analytical methods, and should identify gaps and directions for future research.
  • Case studies, which provide descriptive and analytical accounts of specific interventions, practices, or institutional experiences. These may involve empirical investigation of a bounded case in its real-life context or, alternatively, a reflective or illustrative account used for instructional or policy learning purposes. Case studies may be situated within any of the recognized research paradigms and should offer insight relevant to theory, practice, or policy in education and religion.

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