Education in the Philippines has long been guided by national commitments to quality, accessibility, and dignity in scholarly life. Philippine Republic Act No. 7722 (Higher Education Act of 1994), particularly Section 2, affirms the right of all citizens to affordable quality education, ensures academic freedom for intellectual growth and cultural enrichment, and mandates higher education institutions to exemplify pride in scholarship. These ideals provide the very foundation of Pedagogy Review (PR) journal, a peer‑reviewed, open access, trimestral journal of education. It seeks to disseminate Filipino scholarship on a global scale, advancing teaching and learning in ways that reflect national priorities while remaining deeply rooted in local realities. More so, PR aims to resonate findings that exemplify the mandate of CHED Memorandum Order No. 02 (2019), which calls on Filipino teachers to excel in teaching through efficient, evidence‑based approaches and strategies.

Initially conceptualized as an international journal of educational theories and strategies, Pedagogy Review (PR) has shifted its focus towards a more localized perspective, centering on the Philippine educational landscape. While it welcomes authorships from neighboring ASEAN regions, this transition reflects a deliberate commitment to situating pedagogy within the realities of Filipino classrooms and communities, while still engaging with broader academic discourse. In this way, PR embodies the balance between global awareness and local grounding, ensuring that its scholarship remains both relevant and transformative. To achieve this mission, PR accepts a wide range of scholarly contributions, including original research articles, systematic or literature reviews, mini reviews, theoretical or conceptual articles, methodological papers, policy briefs, and case reports or studies. This methodological scope ensures that the journal captures diverse perspectives on pedagogy and education, from empirical investigations to conceptual innovations and policy applications. By publishing such works, PR contributes to the academic community by advancing knowledge, refining practice, and informing policy in education. Its readership includes educators, researchers, policymakers, and practitioners who seek rigorous yet accessible scholarship that bridges theory and practice. Through this mission, the journal fosters dialogue among these stakeholders, contributing to the transformation of Philippine education while resonating with broader pedagogical challenges.

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