Highlights

  1. Expectations for the New Issue

    In the upcoming issue, we anticipate in-depth engagement with key themes including learner-centered approaches, innovative instructional strategies, and the interplay between research and practice. We invite our readers to explore interdisciplinary insights and emerging debates that will be foregrounded in this volume.

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  2. From the Editors

    As editors, we prioritize a balanced representation of methodological rigor, theoretical clarity, and practical relevance in the works featured in this issue. We encourage our readers to engage with contributions that strengthen emerging research directions and broaden scholarly perspectives in the field of education.

    Editorial Board

  3. Key Trends from Past Issues

    Three key trends can be identified from past issues: (1) growing emphasis on individual and contextual factors in learning processes, (2) increasing methodological diversity through the adoption of mixed-methods approaches, and (3) a rise in analyses that deepen the link between educational policy and practice. These trends are critical for understanding current directions in the field and for shaping future research agendas.

    Archive

  4. Editor’s Picks

    The following articles, selected by the editors, contribute to educational research through both theoretical breadth and practical insight:

    • Organizational Values in Educational Organizations: A Systematic Literature Review of Postgraduate Theses in Türkiye — This study systematically examines postgraduate theses focused on organizational values in educational institutions, offering a comprehensive overview of existing research trends.

    • Child-Centered Emergency Management in Schools from the Perspective of Guidance Counselors — This article sheds light on emergency management practices in school settings through a child-centered lens, drawing on the experiences of guidance counselors to highlight applied considerations.

    Archive

About the Journal

The International Society that Learn Journal (IStLJ) (e-ISSN: 3023-8374) is a peer-reviewed, open-access academic journal published by Öğrenen Akademi. The journal operates in accordance with principles of academic integrity, transparency, and editorial independence.

IStLJ welcomes scholarly contributions in the fields of Educational Sciences, Social Work, and Sociology, with a particular emphasis on interdisciplinary perspectives. The journal publishes studies employing quantitative, qualitative, and mixed research methods.

The journal is published biannually (June and December). All submissions undergo an initial editorial screening followed by a double-blind peer review process.

IStLJ accepts research articles and book reviews. All published content is freely accessible, readable, and downloadable under the journal’s open-access policy.

Announcements

Mentor Editorial Program – Call for Applications

24.10.2025

The International Society that Learn Journal proudly launches the Mentor Editorial Program, designed to support researchers who are preparing their first three academic articles for publication.

This program aims to enhance participants’ academic writing, methodological, and reporting skills by pairing them with an experienced mentor editor who will provide individualized editorial guidance throughout the writing process.

Read more about Mentor Editorial Program – Call for Applications

Current Issue

Vol. 3 No. 1 (2026): Vol 3 No 1 (Sir Ken Robinson)
View Vol. 3 No. 1 (2026): Vol 3 No 1 (Sir Ken Robinson)

Position: British author, speaker, education reformer; former Director of the “Arts in Schools Project” (1985–1989), former Professor of Arts Education at the University of Warwick (1989–2001).

Contributions to Education:

  • He championed the integration of creativity, arts, and individual diversity into education arguing that traditional, exam-oriented, standardized schooling suppresses children’s creative capacities.

  • In 1999, he authored a government-commissioned report that helped influence national education policy toward valuing creativity and culture alongside academic skills.

  • His 2006 TED Talk “Do Schools Kill Creativity?” drew massive global attention, sparking worldwide debate on education reform and the importance of creativity in schooling.

  • Through his books and talks he encouraged aligning education with students’ passions and talents, emphasizing that education should nurture human potential, not just impart knowledge.

DOI: https://doi.org/10.64782/istlj.202631
Published: 01.06.2026

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