About the Journal
The IJETS is a quarterly peer-reviewed international journal aiming to set up a highly qualified international academic platform for both experienced and novice education professionals, researchers, librarians in academic, corporate, and government work settings; and those involved in education and teaching practices all over the world. The IJETS issues are released four times a year; in March, June, September, and December.
The purpose of the IJETS is to foster critical debate about education and teaching globally. The IJETS seeks both to develop new theoretical insights into the education and teaching, and new understandings of the extent and nature of contemporary educational practices in diverse settings. It underlines the significance of discovering and reflecting the interplay of local, regional, national and global contexts and dynamics in shaping education technology and science internationally.
The IJETS is concerned with education in its broadest sense, including formal, informal and non-formal modes, as well as cognitive and metacognitive skills development. IJETS is primarily interested in studies that look at the relationship between education and teaching in different contexts globally.
The IJETS welcomes papers from all prospective authors and especially from scholars who study education and teaching both theoretically and in practice all over the world.
Countries of the authors in this issue are (in alphabetical order):
Algeria, Kenya, Philippines, Turkey, UK