Focus and Scope
Aims & Scope
Sisyphus — Journal of Education aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. The editors will look for articles in a wide range of academic disciplines, searching for both clear and significant contributions to the understanding of educational processes.
Sisyphus — Journal of Education seeks contributions within the framework of two main research lines: Education XXI and Change Forces in Education.
Education XXI addresses the diversification, modernization and improvement of education. It studies the development of educational structures, processes and practices, including the integration and use of digital technologies, oriented towards the promotion of socially relevant learning. Attention is given to two central problems: quality of learning, considering issues related to the acquisition and development of competences and skills; and inclusion, addressing the ongoing engagement with diversity.
Change Forces in Education deals with the issues of coordination, steering and monitoring of change in education systems. Attention is given to two central problems: the professional development in education professions, particularly focusing on the socialization and training processes of teachers and other educators; and the processes and effects of participation and accountability in the governance of education systems, particularly focusing on the construction, implementation and assessment of educational public policies.
Sisyphus accepts papers submitted by researchers, scholars, educational administration professionals, teachers, students, and well-informed observers of the educational field and correlative domains. Additionally, the journal will encourage and accept proposals embodying unconventional elements, such as photographic essays and artistic creations.
Along with the articles, the journal will include other research materials such as case-study reports, experiences and inquiries, conceptual and methodological discussions, on-going research papers and book reviews.
The journal is directed towards an international audience of academics, researchers, students, educators, teachers, politicians and educational administration professionals.
Manuscripts submitted to this section must reflect effective advances in scientific knowledge in subjects related to:
1. Identification, analysis and promotion of practices of inclusion and equity in formal and non-formal educational contexts, including higher education contexts, youngsters and unschooled adults, in order to cope with increasing diversity and technological development of current societies;
2. Study desirable and relevant literacies, namely in mathematics, science, and physical education, especially regarding sensitive and at risk student groups, taking into account genre, sociocultural origin, and involvement in school, and design of intervention strategies in order to support curriculum development and teacher education;
3. Innovation and improvement of teaching and training practices using technology enhanced learning with emerging digital technologies (such as augmented reality, data analytics, forms of narrative storytelling, taking advantage of mobile learning) and understanding its impact on learners, learning, teachers and teaching in order to contribute to wider adoption in schools.
Change Forces in Education
Manuscripts submitted to this section must reflect effective advances in scientific knowledge in subjects related to:
1. The empirical-based analysis of the role, scope and depth of international large scale assessments (ILSAs) effects in education governance, focusing on the relations between public policies and the evolution of students' performance in ILSAs, and on the mobilization and translation of ILSAs data into "knowledge for policy" by state and non-state actors;
2. Provision of public authorities on a regular basis with data, analysis and evaluations on processes, effects, best-practices, and governance patterns of national policies and programs, specifically on major challenges of education such as: reduction of early school leaving; promotion of adult education; development of school autonomy and accountability; development of new models for teacher education (in-service and pre-service) for promoting literacy, inclusion, citizenship participation and empowerment combining practice-based, collaborative and technology enriched training frameworks.
Peer Review Process
Double-blind peer review [This journal operates under a Double-Blind Review Policy]
When submitting an article, make sure that it includes only the title (without any references to acknowledgments, financial support, authors’ names or affiliation in the uploaded document) and that the text does not include self-references easily identified by readers.
The selective process of submitted articles begins with the editorial analysis. The internal editorial process of the journal eliminates any data on the authors’ identity from the body of the original texts. The submitted papers are subject to a PRE-revision of the formal aspects of the proposal. If a paper overcomes this first phase, it will be evaluated by two reviewers (double-blind peer review), who will suggest whether or not to accept the article for later publication, and if any revision is required.
The reviewers will be chosen according to the article’s main theme and therefore will be experts on the paper’s research domain, trying, whenever possible and advisable, seek the collaboration of external and foreign scholars. In case of relevant discrepancies between the reviewers, the opinion of a third reviewer will be asked for. Every year, a list of reviewers will be published.
The pre-review and peer review processes are entirely independent of each other.
Authors will be notified by email of the editors’ decision on the acceptance, request for revision or rejection of the article. The whole process (from submission to this first editors’ decision) shall take no more than six months.
Reviewers’ comments will be sent to the authors when and if reformulation of the article is needed. Authors will subsequently have a deadline to submit the final version of the article (as a rule, no more than one month).
Authors may track the article on the journal submission system, at any moment along the process, and must wait for the editorial decision before changing any data or submitted documents.
Quality. The journal editor ensures the selection of the most qualified reviewers to express a critical and expert appreciation of the work with the smallest possible biases. This will ensure the academic quality of the published manuscripts through an objective, balanced and fair review.
Confidentiality. The editor will ensure the anonymity of the manuscripts in the review process, eliminating all the authorship data before articles are sent for peer review.
Conflict of interests. The editor will ensure that there is no conflict of interests (relations of financial, institutional, collaborative or any other nature) between the reviewer and the authors.
Standards and evaluation criteria. The editor will ensure that all reviewers receive the updated documents on the formal standards and evaluation criteria.
Compliance with the set times. The editor is responsible for the compliance with the time limits for the reviews and the publication of the accepted works.
Monitoring. The editor and the editorial team will periodically review the evaluation process of the submitted manuscripts to ensure its quality and suitability.
The Journal is published every four months: February, June and October.
Open Access Policy
Our journal offers free, immediate access to its contents, with no embargo period, revealing our belief that an unrestrained circulation of knowledge will contribute to a greater democratisation of scientific work worldwide.
The work is licensed under a Creative Commons Attribution NonCommercial 4.0 International (CC BY-NC 4.0)
This journal doesn’t demand any article submission or processing charges.
This journal has an anti-plagiarism detection system (Urkund) to ensure the originality of published articles.
This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...
Abstracting and Indexing
PublisherThe Instituto de Educação (IE) is the School of the Universidade de Lisboa (ULisboa) dedicated to research, teaching and intervention in the public sphere, in the field of education and training.
We promote the best university education, providing our students with the right conditions to learn and take action in different contexts of education and training, in public services, in companies and in the third sector. Our educational offer is increasingly aimed at a variety of publics, from young people beginning their studies in the 1st cycle, to those seeking new skills during their professional careers, particularly through post-graduate training.
Research is our driving activity and we respond to the contemporary challenges of education and innovation by producing diagnostic and prospective knowledge, directed at public policy and action. We privilege research focused on the challenges of differentiation, modernisation and improvement of educational offers, and on political, social and cultural processes, of change in education.
We intervene primarily in Portuguese society, in multiple fields of education, while engaging intensely in academic and cooperation networks within Europe and in Portuguese speaking countries, from where we are receiving an ever-expanding contingent of post-graduate students.
We work hard to be ‘a voice in public action’, achieving powerful presence in the spaces where education is thought about, discussed, deliberated and implemented, and a ‘leading school’, in education and in research, in both national and international contexts.
Instituto de Educação da Universidade de Lisboa
Alameda da Universidade
Tel.: +351 21 794 36 33
Fax: +351 21 793 34 08
This journal is financed by national funds through FCT – Fundação para a Ciência e a Tecnologia, within the scope of the Strategic Project – Unidade de Investigação e Desenvolvimento em Educação e Formação (contracts PEst-OE/CED/UI4107/2011 & PEst-OE/CED/UI4107/2014), and contracts UID/CED/04107/2016 e UID/CED/04107/2019).
Sisyphus — Journal of Education is an editorial initiative undertaken by the Instituto de Educação da Universidade de Lisboa (Portugal), an institution that since 2009 has been devoting itself to the development and increase of the potential for debate and inquiry in the fields of Education and Training. This publication embodies the legacy of two previous scientific journals, each of them connected to a former institute of this University, from which it inherits both the heading and subheading: Sísifo – Educational Sciences Journal, published by the Faculty of Psychology and Educational Sciences between 2006 and 2010 (sisifo.fpce.ul.pt); Revista de Educação [Journal of Education], published by the Department of Education of the Faculty of Science, between 1986 and 2011 (revista.educ.fc.ul.pt).