Reconceptualising learning environments for equitable and inclusive education futures

Abstract submission deadline: April 30, 2023

The UN’s Sustainable Development Goal 4 calls on policy makers and the education community to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This special issue explores how, and to what extent, learning environments can contribute to creating more equitable and inclusive education futures for learners of all ages in formal education settings. In line with the journal’s interpretation of learning environments, the special issue aims to critically interrogate how social, physical, psychological and pedagogical contexts in which learning occurs impact on the realisation of equitable and inclusive education goals. We are inviting original academic studies including theoretical reflections, empirical research, critical and integrative literature reviews and meta-analyses focusing on conceptualisations and issues related to the realisation of inclusive learning environments in different geographical and education contexts. One sub-dimension of SDG 4 which is of particular importance to this issue is goal 4.a. which focuses on building and upgrading education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

Papers might address issues related to the safety and inclusive design of education buildings and/or infrastructure, inclusive and equitable provision and/or use of educational technology, the promotion of psychological wellbeing and mental health as well as representations and challenges regarding inclusion and equity in education policy, curricula and pedagogical approaches.

At the core of this special issue lies the question of how we can conceptualise and realise more inclusive and equitable learning environments to achieve Sustainable Development Goal 4.

Papers are invited that address areas and topics outlined below:

• Showcase ground-breaking research on inclusive and equitable learning environments from around the globe;

• Explore a wide range of topics pertinent to the theme (e.g. building design/education spaces, policies, curriculum, pedagogical practices, technologies in education);

• Illustrate important areas for consideration, challenges and opportunities regarding the realisation of safe, inclusive and equitable learning environments;

• Draw on theories, different disciplinary and/or interdisciplinary perspectives, quantitative and/or qualitative research conducted with a wide range of education stakeholders including education professionals, students and parents;

• Identify important implications for future research and practice in the field linked to safe, inclusive and equitable learning environments.

Important deadlines:

Abstract submission deadline: April 30, 2023

• Proposal abstracts should be submitted April 30, 2023

• Notification of acceptance/rejection will be sent by July 30, 2023.

• Please be aware that selection of the proposal abstract does not guarantee publication, as full manuscripts will be subject to blind review.

What information should be included in the abstract proposal?

• Name of Author(s), affiliation(s) and e-mail address(es).

• Brief description of the content, context being targeted, the study and its pertinence/relevance to the special issue theme and learning environments.

• 450-500 words

Please send the abstract to mailto:manuela.heinz@universityofgalway.ie (subject: LERI Special Issue abstract proposal)

Regarding the nature of the full paper if the abstract is accepted:

• Deadline for submission of the full manuscript: January 30th, 2024

• 5,000 to 6,000 words inclusive of references

• Each article will receive (at least) two independent blind reviews.

Publication dates:

• Manuscripts will undergo up to 2 review cycles, with final, revised manuscripts due in late spring of 2024. The special issue will be published in autumn 2024.

For further information on the journal’s submission guidelines please visit: https://www.springer.com/journal/10984/submission-guidelines.