Current Issues in Education (CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines. As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

Special Issue: Student Journals and Editors – Call for Papers


Student-run academic journals have a challenging existence and barely documented history. Due to limited funding and frequent turnover, these journals are severely underrepresented in academic discourse. Despite these obstacles, student-run academic journals are vibrant and productive spaces for scholarship - for both the editors and authors. While there is an abundance of options for the production of scholarship, fostering a fertile environment for student-run journals is essential for the growth and development of scholars. The flexibility of student-run journals (many of which are open access) provides a unique opportunity and space for a diversity of modes and representation of scholarship and scholars. The purpose of this Special Issue is to advance and elevate the status of student-run academic journals in any field or discipline, as well as to discover and share strengths, solutions, and best practices.


We seek contributions that expand the knowledge of undergraduate and graduate student journals’ publishing. Potential topics for the Special Issue include but are not limited to:


  • - Student editor narratives: Learning experiences and professional perspectives of editors and editorial boards.
  • - Historical overview of student-led journals.
  • - The impact of editorships in student trajectories.
  • - National and international comparative studies of student journals.
  • - Student journals as spaces that break down barriers between research, teaching, and practice.
  • - Publication pedagogies, mentorship, collaborative learning, institutional support and student journals. 
  • - Student journals and digital technologies. 
  • - Open Access and student-led publications. 


Quantitative and qualitative empirical studies, essays, systematic literature reviews, and commentaries are welcome. Manuscripts should not have been previously published or under consideration elsewhere; they should be written in the English language. 


Authors should follow the CIE’s submission guidelines. All the manuscripts will be submitted to our usual review procedures, i.e., editorial and peer review processes. 


Submissions must be sent to and 


Closing date for submissions: February 28, 2023

Editorial: Welcome to Issue 23(1)


Dear readers,

Welcome to our Issue 1, Volume 23!

I am delighted to announce that this issue results from the tremendous efforts of our renovated Editorial Board. At the beginning of 2022, we expanded the team, which now includes nine brilliant students from our three doctoral programs at Mary Lou Fulton Teachers College. We are also very proud to have more student reviewers on board! We aim to support young researchers by providing resources to conduct ethical reviews while at the same time respecting the diversity of their backgrounds, life experiences, and expertise.

To visit the new issue, please click here:

The editorial team would like to thank our readers who make it possible for us to contribute to strengthening educational research. Or, as our founder-editor, Dr. David Berliner, states, ‘the hardest science of all.’ We are thrilled to share that CIE’s website has been viewed 1,339,917 times so far!

As in past years, the submissions portal will be closed during the summer months, and reopen in August.


Ivonne Lujano Vilchis


On behalf of the CIE Editorial Team

Editorial: Welcome to Issue 22(3)


As we present the third and final issue of 2021, I want to share about our growth as an editorial team as well as reflect on the year. CIE is one of the longest running open access journals in the field of education, managed entirely by doctoral students - a distinction that is quite rare in the world of publishing. This third issue completes the 22nd volume.

Vol 23 No 2 (2022)

It is for me an honor to present our Vol 23 No 2. This issue reflects the hard work of our editorial team and reviewers, who diligently reviewed the submissions we received from authors affiliated with schools, school districts, and higher education institutions in the U.S. and worldwide. I want to thank all of them, especially CIE’s Assistant Editor, Derek Thurber, for his professionalism and high commitment to the editorial process. Thank you to our Managing Editors Matt Romkey  and Blair Stamper, who recently defended her dissertation and graduated from ASU's EdD Educational Leadership and Innovation program. Congratulations, Dr. Stamper! 

Besides serving the education research community, we aim to build a significant learning environment for our student editors and reviewers. Recently we led a workshop on peer-review best practices to ensure that the process is conducted professionally and ethically. We provided the participants with tools to write thorough, caring, and constructive feedback for the authors that hopefully will help them develop their skills as reviewers of other academic outputs. 

The workshop was part of our commitment to open-access to research publications. A couple of months ago, the White House Office of Science and Technology Policy (OSTP) announced that “by 2025, federal agencies must make papers that describe taxpayer-funded work freely available to the public as soon as the final peer-reviewed manuscript is published” (Brainard & Kaiser, 2022). This policy is a big step towards advancing open access locally and globally, especially within the context of global challenges such as the recent pandemic and climate change. Our workshop was part of the Open Access Week, an international event that CIE celebrated for the third consecutive year. This year, the theme was “Open for Climate Justice.” CIE’s Associate Editor Dilraba Anayatova presented an initiative that ASU is implementing to raise awareness of the need to take collective action to fight climate injustices, the “Turn it Around! Flashcards for Education Futures” project. We hope to receive submissions that address these issues from an educational perspective.

In this issue, our readers will find the paper Comprehensive Literacy Instruction within Classroom Contexts: Teachers’ Perceptions of Best Practices for Literacy. From a sociocultural perspective of learning, the authors explore how teachers combine their experiential knowledge with more theoretical, abstract knowledge to design literacy instruction practices. The authors surveyed reading teachers in K-12 grades. They found that teachers undoubtedly consider students’ needs and local contexts for instruction design, which ultimately challenges top-down policies and predetermined “best practices.”

In Centering Love as the Foundation of a Racially Just and Decolonizing Student Affairs the authors Dian D. Squire, Rachael Blansett, and Raquel Wright-Mair wonder how love as an action–following bell hooks–could play a role in challenging settler-colonial ideologies within the field of Student Affairs. The authors invite the readers to imagine a skill set of love toward transformative changes in the work and praxis of educators. 

As we transition toward ‘post-pandemic’ times, and as many of us struggle(d) with the psychological consequences of the disturbing event, the article authored by Blanca N. Ibarra Understanding SEL to Create a Sense of Belonging: The Role Teachers Play in Addressing Students’ Social and Emotional Well-Being invites us to reflect on the relevance of bringing social-emotional learning to the classroom. Through a literature review, the author analyzes the whys and hows, focusing on the students’ emotional well-being must be a priority for “nurturing the love of learning” in schools.


Ivonne Lujano Vilchis

Editor-in-Chief, on behalf of the CIE Editorial Team



Brainard, J., & Kaiser, J. (2022, August 26). White House requires immediate public access to all U.S.-funded research papers by 2025. Science Insider.

Published: 2022-10-28

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