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CALL FOR PAPERS (NIU Journal of Educational Research)

2026-04-09

NIU Journal of Educational Research (ISSN: 3007-1852), a quarterly education journal published by Nexus International University, invites scholarly contributions to its next edition due to be published in June, 2026.

This journal is research and community services  related to education, which include development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, management institution, development assessment, child development psychology, child empowerment, learning strategy, educational tool play, instructional media, innovation in education and other various fields related to education.

NIU Journal of Education Research is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers issues concerning entrepreneurial and environmental education.

SUBMISSION

Authors of well researched articles are to submit soft copies of their papers to:

Editor-in-Chief

NIU Journal of Educational Research,

Email: edu@niujournals.ac.ug

All articles submitted to the Journal must be original and should in no way violate any existing copyright and publication ethics relating to libel and others.

The deadline for submission is 31st May, 2026.

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Numéro courant

Vol. 12 No 1 (2026): NIU Journal of Educational Research, Vol. 12, No. 1, March 2026

This edition of NIU Journal of Educational Research touches on Emotional Intelligence Education, Multimodal Digital Semiotics and Artificial Intelligence, Artificial Intelligence in French Language Education, Classroom Management and Students’ Discipline and so on.

One of the papers, in this issue, reveals that Emotional Intelligence Education enhances adaptive emotion regulation, strengthens social connectedness, improves stress appraisal and coping, and reduces psychological distress. Whilst methodological limitations and questions of cultural generalisation counsel caution, the weight of evidence supports the systematic integration of EI education into school curricula, higher education provision, workplace training, and community mental health programmes. It is, therefore, suggested that Continued investment in high-quality research — particularly longitudinal studies, cultural adaptation studies, and implementation science — will be essential to realise the full potential of Emotional Intelligence in Education.

Another paper also reveals that while culturally responsive practices improve classroom organisation and teacher–student interactions, they may not independently determine students’ disciplinary behaviour. The paper therefore, recommends integrating culturally responsive teaching with broader behavioural management strategies and strengthening teacher professional development in inclusive classroom practices.

On the whole, this issue of NIU Journal of Educational Research features many empirical and theoretical based articles which can be of great benefit to every reader.

Publiée: 2026-03-31

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