Editor-in-Chief: James, Waynne, Ed.D., Professor, University of South Florida, USA

Journal Information

Journal of Global Education and Research (JGER) is an international non-profit, open access, online double-blind peer-reviewed journal. JGER, as an interdisciplinary journal, aims to bring together researchers, scientists, scholar and graduate students to exchange and share their experiences, new ideas, and research results about all aspects of global education and research and to discuss the practical challenges encountered and the solutions adopted.

JGER is published bi-annually by the University of South Florida M3 Center. We also encourage scientists to publish their experimental and theoretical research relating to global education in as much detail as possible in order to promote scientific predictions and impact assessments of global change and development in the field of education. Full experimental and methodical details must be provided so that the results can be reproduced.

Anyone may submit an original article to be considered for publication in Journal of Global Education and Research provided he or she owns the copyright to the work being submitted or is authorized by the copyright owner or owners to submit the article. Authors are the initial owners of the copyrights to their works (an exception in the non-academic world to this might exist if the authors have, as a condition of employment, agreed to transfer copyright to their employer).

Coverage of JGER includes but is not limited to the following:

  • Adult and Continuing Education
  • Curriculum and Instruction Development
  • Education in Other Specialties
  • Educational Technology
  • English as a Second Language (ESL)
  • Global Competence
  • Higher Education & Educational Leadership
  • Human Resource Development
  • Inclusive Education
  • International Education
  • Pre K-12
  • Research Methods in Education

Benefits of publishing with JGER

  • Open access: Completely free for readers and the authors. There are no fees charged for submission, subscription and article processing.
  • Rapid publication: JGER is committed to getting the manuscripts peer-reviewed, and a first decision provided to authors approximately 6-8 weeks after submission.
  • Recognition of reviewers: Reviewers who provide timely, thorough peer-review reports shall receive credits.
  • High visibility and Indexing: Indexed by:
    • CiteFactor
    • Directory of Research Journal Indexing (DRJI)
    • Google Scholar
    • Index Copernicus International (ICI) Journals Master List Database
    • Research Bib, Academic Resource Index
    • Sherpa/Romeo
    • Scientific Indexing Services (SIS)
    • Under Review for multiple indexes and databases including OAJI, EBSCO, and ESCI

Browse past issues of JGER from the sidebar or at the following links:

Volume 4 - Issue 1

Refereed Articles

  • The Reggio Emilia and the Mosaic approach: Opponents or allies in multimodal teaching and learning? A discussion of their contribution to multimodal learning in early years education
    • Neuza Brandao and Evgenia Theodotou
  • The interactive effects of associative response priming and personality traits on insight problem solving over time
    • Yu-Chu Yeh, Pei-Hsin Li, and Chung-Wei Lin
  • Breaking silence: The voices of Syrian refugee children in the Canadian classroom
    • Sara Shahbazi, Alyssa Palazzolo, and Geri Salinitri
  • A proposed literature-based syllabus for EAP writing
    • Kyle Perkins and Xuan Jiang
  • Learning to survive: Wicked problem education for the Anthropocene age
    • William J. F. Keenan
  • Emergent model for community engagement: Developing courses and programs
    • Barbara S. Spector and Cyndy S. Leard

    Early Cite: Volume 4 - Issue 2

    Refereed Articles

  • Democracy, neoliberalism, and school choice: A comparative analysis of India and the United States
    • Eddie Boucher
  • Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students
    • Anne M. Lucietto and Liza Russell
  • Global citizenship education starts with teacher training and professional development
    • Evan Saperstein
  • Educational leadership, leader-member exchange and teacher self-efficacy
    • Gabriela Flores, Denver J. Fowler, and Richard A. Posthuma
  • Research at the Royal University of Bhutan and ways forward
    • Deki C. Gyamtso, Kezang Sherab, and T. W. Maxwell
  • Support for teacher candidates and the edTPA
    • Dia Gary, Dylan Thomas, and Joseph Miller
  • Early Cite

    Refereed Articles


    The attributes of mathematics learning which Ghanaian senior high school students value
    Ernest Kofi Davis, Wee Tiong Seah, Nathaniel Howard, and Eric Magnus Wilmot


    Using avatars to address teacher self-efficacy
    Chancey Bosch and Trevor Ellis


    Retention strategies for online students: A systematic literature review
    Katy Seery, Albert A. Barreda, Stephanie G. Hein, and Jokima L. Hiller