Menu
PEDAGOGY REVIEW
Open access
About this journal
Aims and scope
Pedagogy Review (PR): An International Journal of Educational Theories, Approaches and Strategies (ISSN Online: 3028-1040 | Print: 3028-1059) is a peer‑reviewed, trimestral journal committed to advancing scholarship in education. It welcomes original research articles, systematic and literature reviews, and conceptual and theoretical papers that critically examine the evolving landscape of pedagogy. Since its inception, PR has published studies that interrogate teaching and learning gaps, highlight innovative instructional strategies, and explore the interplay between educational theories and practice. The journal aims to foster dialogue among educators, researchers, and policymakers by disseminating works that bridge theory with classroom realities and global educational challenges.
PR seeks to position itself as a platform for rigorous, inclusive, and forward‑looking scholarship. The journal emphasizes works that not only analyze traditional and contemporary pedagogical frameworks but also engage with emerging technologies, interdisciplinary approaches, and culturally responsive practices. By drawing from published studies on topics such as digital learning environments, collaborative teaching strategies, and evolving assessment models, PR underscores its commitment to shaping education that is adaptive, equitable, and transformative. Through this mission, the journal aspires to contribute to the global discourse on pedagogy and support educators in reimagining teaching and learning for the 21st century.
The journal’s scope encompasses diverse areas of pedagogy and education:
- Theories of pedagogy and evolving educational philosophies
- Innovative teaching strategies and classroom practices
- Technology‑enhanced learning and digital pedagogy
- Collaborative and cooperative learning approaches
- Assessment models and evaluation frameworks in education
- Curriculum development and instructional design
- Teacher education, professional development, & reflective practice
- Inclusive education and culturally responsive pedagogy
- Comparative studies of educational systems and practices
- Policy perspectives and their impact on teaching and learning
- Faculty development initiatives
- Reading comprehension and literacy
- Curriculum reforms and policy implementation
- Language and identity in education
- Technology integration and TPACK framework
- Learning recovery interventions
- Cross‑cultural and transnational studies
- Educational transformation planning
- Student perceptions of pedagogy
- Social media in education research
- Equity, inclusion, and diversity
Quick links
Ready to submit? Click the button below.
Need more help before you submit?
Editorial board
The Pedagogy Review Editorial Board is composed of distinguished specialists in the field of education whose expertise spans pedagogy, indigenous education, language teaching and assessment, and educational management. This diverse composition of reviewers ensures the rigor necessary to evaluate and curate each submitted article, guiding manuscripts through a scholarly process that upholds academic integrity and quality. By applying their disciplinary knowledge and critical insights, the board safeguards the journal’s mission to achieve a high level of scholarship, with the further aim of advancing each paper toward successful publication.
Quick links
Interested to be a part of the board?
Melvin Macuha, RPm, RPsy, (PhD, Cand.)
Assistant Professor V
St. Paul University Manila, Philippines
Editor-in-Chief
Pedagogy Review
Educational Management, Faculty Evaluation, Curriculum Alignment, Outcome-Based Education, Research Methods, Statistics, Research Ethics, Personality Theories, Counselling
Explore
Want to know the editor profile?
Want to reach out?
Charles Mphande, PhD
Associate Professor
Victoria University, Melbourne, Australia
Associate Editor
Pedagogy Review
Communication for development; Applied linguistics; Human global mobility and diaspora studies; Discourse analysis in development and education; Network analysis of emerging communities; Program evaluation (World Bank-funded initiatives, IEC functions);
Problem-based learning (PBL) and language integration in curriculum
Explore
Want to know the editor profile?
Want to reach out?
Joseph A. Villarama, MAEd
Assistant Professor III
Central Luzon State University, Philippines
Associate Editor
Pedagogy Review
English Language Education, Technology in Language Teaching, Teacher Internationalization, Literary Criticism, Developmental Reading, Oral Communication, Campus Journalism
Explore
Want to know the editor profile?
Want to reach out?
Bench G. Fabros, MS
Assistant Professor I
Central Luzon State University, Philippines
Associate Editor
Pedagogy Review
Mathematics Pedagogy, Indigenous Education, STEM Education, Teacher Efficiency & Efficacy, Operation of Fractions, Teaching Performance, Financial Management
Explore
Want to know the editor profile?
Want to reach out?
Charity T. Manuel, MEM
Assistant Professor II, Asian Institute of Maritime Studies, Philippines
Lecturer, Mapua University, Philippines
Associate Editor
Pedagogy Review
Educational Management, English and Literature Education, Purposive Communication, Social Science, Humanities
Explore
Want to know the editor profile?
Want to reach out?
Jose Rafael Y. Benito, MA
Assistant Professor II, Asian Institute of Maritime Studies, Philippines
Assistant Professor I, Mapua University, Philippines
Associate Editor
Pedagogy Review
English Language Teaching, Language Assessment, Communication Arts, Purposive Communication
Explore
Want to know the editor profile?
Want to reach out?
Ricardo B. Banigon, Jr., MAEd
Master Teacher II
Araullo High School, Philippines
Associate Editor
Pedagogy Review
Mathematics Education, Quantitative Data Analysis, Applied Pedagogy
Explore
Want to know the editor profile?
Want to reach out?
Journal metrics
Assessing journal metrics is vital in gauging the performance, reach, and scholarly impact of a journal as these indicators provide transparency for contributors and readers, reflecting the journal’s visibility, efficiency, and academic credibility. The following matrix presents the “2025 performance data of Pedagogy Review,” highlighting its citation standing, readership, publication efficiency, and acceptance trends.
The metrics reflect a journal that is steadily building visibility and credibility in the field of education. With an MCM (Scilit) of 0.15 and an h5-Index of 1 (Scilit), the journal demonstrates its emerging citation footprint, signaling that its articles are beginning to gain scholarly recognition. The 24,902 reads on ResearchGate and 39 citations highlight strong engagement from the academic community, suggesting that the journal’s content resonates with educators and researchers worldwide. Operationally, the journal shows remarkable efficiency: a submission-to-first-decision time of 3 days underscores its responsiveness, while the 47-day submission-to-acceptance window and 11-day acceptance-to-publication period reflect a streamlined editorial process. With 83 published articles to date and an acceptance rate of 53%, Pedagogy Review balances inclusivity with selectivity, ensuring both accessibility for contributors and quality for readers. Collectively, these indicators position the journal as a responsive, growing platform for advancing educational theories, approaches, and strategies.
Quick links
Journal indexing, cataloguing and archiving
In scholarly publishing, indexing, aggregating, cataloguing, and archiving are critical pillars that ensure a journal’s content is discoverable, accessible, and preserved for future generations. Indexing enhances the visibility of articles in global databases, aggregating consolidates research across platforms, cataloguing integrates journal holdings into institutional libraries, and archiving safeguards scholarly output in trusted repositories.
As a promising publication in the field of education and pedagogy, Pedagogy Review (PR) is committed to achieving recognition and accessibility by being included in leading indexing bodies and repositories. This commitment reflects our vision to serve as a trusted platform for educators, researchers, and practitioners worldwide.
Indexed by
- Crossref – Provides Digital Object Identifiers (DOIs) and metadata, ensuring persistent citation linking and discoverability across scholarly platforms.
Catalogued by
- Harvard University HOLLIS Library – Catalogues PR in Harvard’s discovery system, expanding visibility to one of the world’s largest academic communities.
- University of California Berkeley Library – Integrates PR into its academic catalog, making the journal accessible to students and researchers.
- University of California Los Angeles Library – Catalogues PR within its holdings, supporting educational and pedagogical research.
Aggregated by
- Scilit – Aggregates PR’s metadata and articles, enhancing discoverability through MDPI’s comprehensive scholarly database.
- Semantic Scholar – Uses AI-driven aggregation to index PR’s articles, improving searchability and contextual relevance for education and pedagogy research.
- Scispace – Aggregates articles by sourcing metadata, indexing research papers, and organizing them into accessible thematic collections.
- Mendeley – Aggregates articles by importing metadata from publishers and databases, indexing research outputs, and organizing them into searchable libraries for citation management, collaboration, and academic discovery.
Archived in
- Internet Archive – Ensures long-term preservation of PR’s content, safeguarding scholarly contributions against digital loss and maintaining open access for future researchers.
Through partnerships with indexing services (Crossref), aggregators (Scilit, Semantic Scholar), cataloguers (UC Berkeley, UCLA, Harvard HOLLIS), and archiving repositories (Internet Archive), Pedagogy Review (PR) guarantees that its publications are discoverable, accessible, and preserved. This multi-layered approach strengthens PR’s role as a reliable and enduring resource in the advancement of education and pedagogy.
Author Appeals
In cases where an article is yet to be indexed, aggregated, catalogued, or archived, authors are encouraged to contact the Executive Editor and make an appeal. A window of 4 to 6 weeks should be allowed for the processing of such appeals and for receiving a formal response. Pedagogy Review (PR) assures that all appeals forwarded will be addressed accordingly, ensuring transparency and accountability in the journal’s dissemination process.
Contact: Executive Editor – vmcajala@digi-journalphils.com