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Vol. 16 No. 28 (2026): From Policy Prescriptions to Classroom Realities
View Vol. 16 No. 28 (2026): From Policy Prescriptions to Classroom Realities
DOI: https://doi.org/10.37870/0kpqbn76
Published: 2026-08-30

Articles

  • The Reflexive Insider-Outsider Researcher: A Falcon Observes its Reflection on a Clear Lake

    Ohud Alderaan
    1=13
    DOI: https://doi.org/10.37870/74ra1g85

  • EPISTEMOLOGICAL BELIEFS AND DIGITAL CULTURE: EXPLORING PRESERVICE TEACHERS’ PERSPECTIVES ACROSS TRAINING CYCLES

    YOUSSEF OU-SEKOU, Pr. Zaid Abdelkarim, Pr. Kaddari fatiha; Dr. Bouzid tareq
    14-27
    DOI: https://doi.org/10.37870/2d9be437

  • Econometric Analysis of Gender Disparities in STEM Enrollment and Performance in Sub-Saharan African Secondary Schools

    SAINA PHILIPH KIPKOSGEI
    28-57
    DOI: https://doi.org/10.37870/wkrn3537

  • Realising equal education in South Africa: Issues and challenges

    Isaiah Mmatipe Sefoka, Angela
    58-78
    DOI: https://doi.org/10.37870/0j6ekx90

  • Teachers’ Perceptions of Innovative Tools for the Direct Assessment of Emotional and Social Competencies: Challenges and Opportunities

    HICHAM LATRECHE
    79-91
    DOI: https://doi.org/10.37870/y4xpez69

  • Evaluating AI Tools for Written Production Assessment in Moroccan Secondary Education: Benchmark and Validation

    Souad Mhada, Ahmed Oujak
    92-101
    DOI: https://doi.org/10.37870/mhrx7882

  • Between local innovation and institutional prescriptions: what do the uses of generative AI reveal about educational quality?

    KhouloudvAbdallah Chatti, Ouiam Fradi Miche
    102-113
    DOI: https://doi.org/10.37870/7624gr18

  • STEM INTEGRATION IN MOROCCAN SECONDARY SCHOOLS: TEACHERS’ PERSPECTIVES ON BARRIERS AND ENABLERS

    Abderrahmane BENRHERBAL
    114-123
    DOI: https://doi.org/10.37870/ce3qzd32

  • Blended Learning and Inclusion: Opportunities and Challenges for Equitable Education

    ANASS CHAHBI
    124-144
    DOI: https://doi.org/10.37870/w6qvtx69

  • A multimodal analysis of institutional self-assessment in higher education accreditation processes

    Abderrahim Agnaou, Hayat El Asri, Said Nouamani
    145-161
    DOI: https://doi.org/10.37870/nphb9913

  • Industry 4.0 Readiness of TVET Institutions in Sub-Saharan Africa: A Comparative Assessment of Curriculum Alignment, Infrastructure, and Instructor Competencies

    SAINA PHILIPH KIPKOSGEI
    162-181
    DOI: https://doi.org/10.37870/d08sj553
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The Journal of Quality in Education (JoQiE) with ISSN-L 2028-1897, is focusing on different aspects of quality in all levels of educational and training systems. The first issue of the journal was published in 2010 and since this date, the JoQiE continues to be published twice a year. The JoQiE publishes papers reviewed by experts in the field of Education Social studies and Management science. All authors who respect instructions of publication in the journal can submit papers for publication.

There are no charges for an author to process or submit or publish a paper in the Journal of Quality in Education.

The average time between submission and publication of papers is 21weeks.

Submissions are assigned to the peer-review blinded process, which consist on the review of papers by at least three experts.

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