Curriculum, Teaching & Pedagogical Design
The Curriculum, Teaching & Pedagogical Design section of IRELS publishes research that examines curriculum theory, instructional design, and teaching practices from analytical, empirical, and theoretically informed perspectives.
This section focuses on studies that investigate how curricula are conceptualized, designed, implemented, and evaluated, as well as how pedagogical approaches shape learning processes and educational outcomes. Contributions are expected to move beyond descriptive accounts of teaching practice and to engage with relevant educational theories and research methodologies.
Scope of the Section
The section welcomes research on topics including, but not limited to:
- ▪ Curriculum theory, curriculum development, and evaluation.
- ▪ Instructional design models and pedagogical frameworks.
- ▪ Teaching strategies examined through empirical or theoretical analysis.
- ▪ Pedagogical innovation and design-based research.
- ▪ Teacher education and professional learning from a research perspective.
- ▪ Alignment of curriculum, pedagogy, and assessment.
Types of Contributions
- Empirical studies employing qualitative, quantitative, or mixed methods
- Design-based research and analytically grounded case studies
- Theoretical and conceptual analyses related to curriculum and pedagogy
Exclusions
Please note: Manuscripts that primarily present classroom activities, lesson plans, or practitioner reflections without analytical depth are not considered for this section.
Editorial Oversight
Manuscripts submitted to this section are managed by the designated Section Editor, who oversees the peer review process and ensures that accepted articles meet the scholarly standards of IRELS and the specific aims of the Curriculum, Teaching & Pedagogical Design section.
