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Editorial Statement

Welcome to Τhe International Journal of Cultural Pedagogy, Society and Education.
This journal was founded on the belief that education is not only a process of transmitting knowledge, but an act of culture, ethics, and human connection.

In times when learning is often reduced to measurable outcomes, The International Journal of Cultural Pedagogy, Society and Education, seeks to restore meaning, creativity, and responsibility to the heart of pedagogy. It brings together educators, researchers, and cultural practitioners who share the vision of a world where culture inspires learning, and learning strengthens humanity.

Rooted in the principles of sustainability, intercultural dialogue, and social inclusion, the journal promotes a dynamic exchange of ideas that bridge theory and practice. Each issue aims to highlight how culture and ethics can guide educational transformation, foster democratic participation, and nurture both individual and collective growth.

The International Journal of Cultural Pedagogy, Society and Education is more than a publication — it is an evolving space of dialogue, reflection, and creative thought, where education and culture meet to illuminate new paths toward a more humane and sustainable future.

About The Journal

The International Journal of Cultural Pedagogy, Society and Education is a peer-reviewed, open-access academic journal that explores the dynamic relationships between culture, identity, and learning across global contexts.

It aims to advance interdisciplinary dialogue among educators, researchers, and cultural practitioners who view education not only as a system of knowledge transmission but as a cultural-ethical act as well.

Rooted in the philosophy of intercultural understanding and social inclusion, the journal promotes innovative perspectives that bridge theory and practice in education, culture, and ethics.

Its mission is to highlight how cultural approaches to pedagogy can foster personal development, social cohesion, and a more humane and sustainable society.

The journal welcomes original research, theoretical contributions, case studies, and reflective essays that explore how culture and ethics shape educational systems, artistic expression, and civic life.

Publisher: Aeiforos Anaptixi

ISSN: 3057-5389

Frequency: Annual publication

Review process: Double-blind peer review

This journal operates a double-blind peer-review process and adheres to the ethical standards of COPE (Committee on Publication Ethics). It is supported by an interdisciplinary editorial team with backgrounds in cultural management, education, psychology, and communication.

Disclaimer

The views and opinions expressed in the published papers are those of the authors and do not necessarily reflect the views of Aeiforos Anaptixi's members or The International Journal of Cultural Pedagogy, Society and Education. Responsibility for the content of each paper rests solely with its author(s).

Aims & Scope

The International Journal of Cultural Pedagogy, Society and Education invites scholarly work that redefines education through the lens of culture, ethics, and human values. The journal focuses on how cultural processes shape learning, creativity, and social transformation in diverse educational and societal settings.

It seeks to build an international dialogue among researchers, educators, and cultural practitioners who explore the ethical dimensions of pedagogy and the cultural roots of knowledge and participation. The journal supports contributions that connect theoretical insight with practical innovation and challenge conventional boundaries between formal and non-formal education.

Focus Areas

Submissions may include, but are not limited to, the following themes:

• Cultural and Creative Pedagogy – understanding learning as an act of creation, imagination, and meaning-making.

• Ethics, Responsibility, and Human Development – examining the moral and humanistic foundations of education.

• Intercultural Dialogue and Identity – exploring education as a meeting point of philosophies, worldviews, and cultures.

• Art, Culture, and Social Inclusion – promoting cohesion, participation, and equality through cultural engagement.

• Innovation and Policy in Cultural Education – addressing sustainable development, management, and global citizenship.

Methodological Approach

The journal welcomes interdisciplinary and cross-cultural perspectives grounded in qualitative, quantitative, mixed, or practice-based research.

Its scope extends across education, cultural studies, philosophy, sociology, the arts, and social policy — fostering collaboration between theory and practice.

All papers are evaluated through a double-blind peer-review process, ensuring academic rigour, originality, and ethical integrity.

Language Policy

Manuscripts may be submitted in either English or Greek. Accepted manuscripts written in Greek will be translated and published in English.

Types of Papers Accepted

The International Journal of Cultural Pedagogy, Society and Education welcomes submissions that advance research, reflection, and practice in the fields of cultural education, ethics, and social inclusion. The journal publishes academic articles, practice-based contributions, and expert perspectives, all of which are subject to editorial or peer review, depending on their category. All papers are submitted by invitation or in response to an official call issued by the editorial body.

Research Papers (Original Research Articles)

Full-length empirical or theoretical studies that present original findings, frameworks, or models in cultural and educational research.
They follow a standard scholarly structure (Abstract, Introduction, Methodology, Results, Discussion, References).
Word count: 5,000–8,000.

Review Articles

Comprehensive reviews and critical syntheses of existing literature on a specific theme related to culture, ethics, or pedagogy.
Such papers identify research gaps and propose directions for future inquiry.
Word count: 4,000–7,000.

Theoretical or Conceptual Papers

Papers that introduce new theoretical perspectives, interpretative frameworks, or philosophical analyses.
They are especially welcome when they bridge education, ethics, and intercultural understanding.
Word count: 4,000–6,000.

Case Studies

Detailed analyses of educational, cultural, or community-based projects that demonstrate innovative practice or social impact.
Each case should include context, approach, outcomes, and reflections on the transferability of the findings.
Word count: 3,000–5,000.

Applied Research / Practice-Based Papers

Studies derived from real-world implementation of cultural, educational, or artistic initiatives.
They focus on practice, evaluation, and lessons learned, connecting theory with lived experience.
Word count: 3,000–5,000.

Short Communications / Research Notes

Brief papers that present preliminary results, pilot projects, or emerging ideas of significant relevance.
Word count: up to 2,500.

Essays and Commentaries

Critical or reflective essays that address current debates, ethical issues, or cultural challenges in education.
These texts may take an argumentative or reflective tone, encouraging dialogue within the field.
Word count: 2,000–3,500.

Book and Project Reviews

Analytical reviews of new books, educational programs, exhibitions, or cultural initiatives.
They emphasise contribution, methodology, and impact rather than summary.
Word count: 1,000–2,000.

Expert Insights / Professional Perspectives

Invited contributions or submissions by experienced professionals and experts in cultural policy, education, or social innovation.
These texts share real-world experience, ethical reflections, or policy-oriented commentary.
Word count: 2,000–3,000.
→ These papers may be written in English or Greek, provided they include an English abstract and keywords.

Dialogues and Interviews

Structured conversations with researchers, educators, or artists that highlight lived experience and inspire new understanding.
Interviews should include a short contextual introduction and key insights.
Word count: 2,000–3,000.

Editorial Policy

Research and theoretical papers undergo double-blind peer review.
Expert insights, essays, and book reviews are editorially reviewed for relevance, clarity, and ethical coherence.
The Editorial Board accepts pseudonymous submissions upon request, provided that the true identity of the author is known to the Editor-in-Chief and recorded in the journal’s confidential author register. This policy ensures both intellectual freedom and integrity of authorship.

Privacy and Personal Data Policy

The International Journal of Cultural Pedagogy, Society and Education fully complies with the General Data Protection Regulation (EU) 2016/679 (GDPR) and relevant national legislation.
The journal collects and manages personal data solely for purposes related to the submission, review, and publication of scholarly work.
Author information (name, institutional affiliation, and, where applicable, contact details) is published only in the context of scholarly attribution and with the explicit consent of the individuals concerned.
When general or institutional email addresses are used (e.g., editorial@aeiforos.org), these are not considered personal data, as they do not identify a natural person.
No personal data is shared with third parties, used for commercial purposes, or retained beyond the period necessary for editorial operations.
Submission of any personal information by authors is considered voluntary and restricted exclusively to the stated purpose of processing.
The journal adheres to the principles of data minimisation, transparency, and confidentiality, maintaining high standards of information security and integrity.

Submission Policy & Author Invitation

The International Journal of Cultural Pedagogy, Society and Education operates through an invitation-based submission model.
Authors are invited to contribute their work based on its relevance to the journal’s mission, its alignment with current themes, and the author’s academic or professional expertise.

There are no publication fees and no submission charges.
The journal is entirely open-access, ensuring that all published content remains freely available to readers worldwide.

Invitation Process

Invited authors receive a formal e-mail from the editorial office containing:
• a short description of the issue’s theme,
• the submission deadline, and
• the appropriate manuscript template corresponding to the type of paper (e.g., research article, essay, case study, or review).

Authors are responsible for selecting the most suitable paper category and preparing their work according to the respective template and word count.
Each manuscript must include an English abstract and keywords, even if written in Greek.

Submission Procedure

All manuscripts are submitted electronically via e-mail to the editorial office at ethnikoi.drymoi@gmail.com.
Research and theoretical papers undergo a double-blind peer review, while invited essays, commentaries, and reviews are subject to editorial evaluation for clarity, coherence, and ethical consistency.

The editorial team reserves the right to request minor revisions to ensure academic integrity and adherence to the journal’s ethical and stylistic standards.
Accepted papers are published in the annual issue and remain permanently accessible under the Creative Commons Attribution–NonCommercial–NoDerivatives (CC BY-NC-ND 4.0) license.

Future Invitations

Researchers, educators, and cultural practitioners interested in being considered for future issues may contact the editorial office at ethnikoi.drymoi@gmail.com with a brief abstract (up to 200 words) outlining their field of interest and proposed topic.
Submissions are reviewed based on thematic relevance, originality, and potential contribution to the journal’s intercultural and ethical focus.

Editorial Board

The International Journal of Cultural Pedagogy, Society and Education is guided by a multidisciplinary editorial board representing expertise across culture, education, psychology, and social development.
Its members contribute to the academic integrity, editorial quality, and thematic direction of the journal.

The board operates on principles of collaboration, inclusivity, and ethical scholarship, reflecting the journal’s mission to bridge theory and practice in cultural and educational research.

Editor-in-Chief
Holds academic degrees in Education, Cultural Management, and Innovation & Entrepreneurship, as well as a Diploma in Classical Singing (Monody).
Brings together pedagogical knowledge, cultural leadership, and artistic sensitivity in shaping the journal’s identity.
Combines teaching experience with extensive work in cultural program design and sustainability education.
Research interests include the intersection of ethics, creativity, and educational transformation.
Oversees the journal’s academic direction, editorial policy, and quality assurance.

Editorial Member – Psychology and Human Development
Certified professional in Psychology, Psychotherapy, and Positive Psychology with postgraduate and international qualifications.
Experienced in counselling and mental well-being practices, with active participation in national and international psychology conferences.
Contributes psychological and humanistic perspectives to the journal’s interdisciplinary framework.

Editorial Assistant – Administration and Communications
Background in education and community engagement, with training in administration and social contribution.
Brings practical experience from public service and volunteer involvement in cultural and educational associations.
Supports communication, coordination, and publication processes within the editorial workflow.

Current Issue / Archives

Volume 1, Issue 1

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