Journal: Politics and the Life Sciences

   The journal Politics and the Life Sciences is announcing a call for study proposals for a wide-scale data collection endeavor. Results from this project will be part of a series of studies to be included in a special issue that will contain several theoretical contributions concerning the intersection of gender, biology, and politics. We are especially interested in research addressing topics related to masculinity and the male experience with a focus on understanding major social issues facing young men in a modern world (e.g., “Young Male Syndrome”, incels, mental health concerns, etc.). To this end, we are recruiting three or four (3-4) research teams who will have the opportunity to include their own individual studies within a massive data collection effort of multiple studies funded by the Association for Politics and Life Sciences and the University of Arkansas to collect relevant data to test their hypotheses.

   Submission deadline - September 1, 2026

For more details, visit the site.

Source - Cambridge University Press

 08/12/2026

Journal of International Cooperation and Education

  The conditions that have underpinned international academic cooperation for decades are fracturing. Open visa regimes, autonomous universities, and the expectation that scholars can move across borders without political risk were never universal, but they anchored a normative framework — and a research literature — built around a stable liberal democratic core. That core can no longer be taken for granted.

   Armed conflict has devastated higher education systems in Ukraine, Gaza, and Sudan, displacing entire academic communities. Democratic backsliding and resurgent authoritarianism are redrawing the map of risk in ways the existing literature was not built to handle. At the same time, traditional destination countries are closing doors: the United States revoked over 4,700 student visas by spring 2025; Canada cut study permit allocations by 40% in 2024 and a further 10% in 2025; Australia issued 60,000 fewer higher education visas in 2023–24. The 2025 Academic Freedom Index records declining institutional autonomy in 43 countries since 2015. Scholars at Risk's Free to Think 2025 documents 395 attacks on higher education communities across 49 countries in a single year.List of Topic Areas 
   Papers may include, but are not limited to: 

• The chilling effect: how erosion of academic freedom shapes mobility decisions across both sending and receiving contexts, including self-censorship and anticipatory exit
• Conflict and displacement: how armed conflict disrupts academic communities, destroys higher education infrastructure, and tests the limits of international solidarity
• Scholars at risk and the politics of refuge: the scope and limits of sanctuary schemes, emergency fellowships, and at-risk scholar programs
• Visa regimes and stratified mobility: how tightening immigration controls fall unevenly, and what this means for scholars and students from the Global South
• University autonomy and international partnerships: how government interference in research and curriculum disrupts cooperation agreements and institutional relationships
• Solidarity, resistance, and reimagined cooperation: South–South partnerships, virtual exchange, and other ways of maintaining international collaboration under constraint

   Submission deadline - December 31, 2026

For more details, visit the site.

Source - Emerald

 07/07/2026

Journal: English Teaching: Practice and Technique

  The purpose of this special issue is to explore current topics in literacy education around the world by highlighting papers presented at the 2026 “International Association for Research in L1 Education (ARLE)/International Federation for the Teaching of English (IFTE) Conference”. Specifically, we are seeking presented papers that investigate how language, literature, and literacy education can advance decolonial, socially just, and context-responsive practices across diverse educational settings. Papers may also discuss how theory, research methods, pedagogy, and activism empower learners and reimagine language and literacy education in relation to place, technology, and contemporary social challenges.

List of Topic Areas 
   Papers may include, but are not limited to: 

• Language, literature and de-colonial/anti-colonial research and practice
• Language, literature, place and context
• Indigenous knowledge and literature/literacy education
• Language and literature curricula and student agency 
• Languages, literacies, and technologies 
• Literacy theories and language, literature and literacy education 
• (Critical) language awareness 
• Teaching and learning practices in and beyond school 
• Teacher education and professional learning 
  Languages, literacies, education and activism 
• Plurilingualism and multilingualism 
• Social justice in education and empowering students 
• Schooling in real environments, the local, the rural, the urban 
• “Powerful knowledges” and language and literature education 
• Means and Methods: How Do We Research Our Complex Field?
  

   Submission deadline - November 01, 2026

For more details, visit the site.

Source - Emerald

 05/26/2026

International Journal of Lesson and Learning Studies

   Facilitating lesson and learning study (LS) is a multifaceted endeavour. Besides knowledge of LS, facilitating LS requires a great deal of skill and effort to know when to lead and when to step back in the process. To do this, facilitators tend to draw on a range of coaching and mentoring models such as, technical, problem-solving, reflective, peer, instructional and student-focused coaching (Hasbrouck & Michel, 2022). The coaching and mentoring models that facilitators draw on depend on a number of factors that include (but are not limited to) the school context in which they are working, the group of teachers who they are working with (whether they are new to LS), the size of the group, the group dynamics and how these develop during facilitation, the time limitations for doing LS. Besides contextual boundaries, there are also personal factors that include one’s positionality as an insider or outsider to the school context, and personal theories, that is, one’s personal beliefs, values, and knowledge of facilitating LS. This leads to a multitude of approaches that facilitators can take as they work with teachers during LS. These mediating mechanisms act as intermediate factors about how and why facilitators act (facilitate) LS the way they do. There is, indeed, a need to better articulate the work of facilitation in LS. Thus, the aim of this special issue is as follows: 
   To further theorise facilitation in lesson and learning study through the utilisation of coaching, mentoring, and facilitation models. 
   To advance knowledge and understanding of facilitation in lesson and learning study through exemplification of practice.

List of topic areas

• Facilitators as brokers in boundary crossing: Exploring ways in which facilitators navigate different pedagogical values in teacher education programmes using LS

• Theorise facilitation in lesson and learning study through utilisation of coaching, mentoring and/or facilitation models

• Research on mediating mechanisms that shape facilitation in lesson and learning study

• Studies on how facilitators structure talk at different levels, which communication strategies improve teacher talk, and how they orchestrate participation by adjusting when to step in and step back so that teachers own the work

• Case studies, in the form of narratives, focusing on learning from facilitation in practice and the roles or models of facilitation, coaching and mentoring that are used

• Research on how coaching and mentoring support collaborative work and learning in professional development, highlighting also 'what to avoid' practices.

   Submission deadline - November 30, 2026

For more details, visit the site.

Source - Emerald

 05/22/2026

Journal of Marketing Analysis

   The “file-drawer problem” has long warned that literatures overstate effects because studies with nonsignificant results are less likely to be written up, submitted, or accepted (Rosenthal, 1979). Marketing is no exception: in a classic audit of three flagship journals (1974–1989), only 7.8% of papers using significance tests failed to reject the null; the share halved from the 1970s to the 1980s, and this pattern could not be explained by low power (Hubbard & Armstrong, 1992). More recently, experimental evidence documents a null-result penalty: holding design and precision constant, experts rate null-result studies as less publishable, lower quality, and less important, penalties observed among both PhD students and editors; pre-results review is highlighted as a promising remedy (Chopra et al., 2023). Together, these studies imply biased literatures, mis-estimated effects, and misallocation of analytic effort in business settings that rely on evidence for high-stakes decisions.

   Submission deadline - December 31, 2026

For more details, visit the site.

Source - Springer Nature

 05/18/2026

Journal: Research in Science Education

   Climate change presents one of the most urgent and complex challenges of the 21st century. Accordingly, there is an increasing imperative for science education to foster scientifically literate, critically reflective, and action-oriented citizens who can participate meaningfully in societal responses to these challenges. Importantly, the cultivation of such agency is not confined to democratic contexts; rather, it extends to diverse political and cultural settings where citizens, communities, and institutions contribute to shaping equitable and sustainable climate solutions. This Special Issue will make a timely and significant contribution to Research in Science Education by addressing how science education can meaningfully engage learners with the multifaceted dimensions of climate change, thereby aligning closely with the journal’s aims and scope
.   Four interrelated themes structure the issue, and authors will be asked to address at least one of the following topics in their contributions: 
1. Connecting science education to climate systems knowledge – including interdisciplinary curriculum designs that promote systems thinking and carbon literacy; 
2. Building students’ confidence and self-efficacy – identifying pedagogical strategies that strengthen students’ perceived ability to act on climate issues; 
3. Fostering long-term engagement and climate agency – examining how STEM and STEAM approaches can empower youth as critical and creative actors; 
4. Making climate change personally meaningful – exploring emotional and participatory dimensions of learning that support sustained motivation.

   Submission deadline - August 31, 2026

For more details, visit the site.

Source - Springer Nature

 05/18/2026

Journal: Research Policy

   In the context of grand societal challenges, such as climate change, resource use, social justice, digitalization, AI, or health, innovation and transformation processes increasingly unfold at the intersection of multiple sectors or systems. At these intersections of different systems, “interfaces” exist where actors from different systems meet, discuss, and negotiate actor roles, institutions, technical designs, and standards that in combination set the conditions for cross-system resource flows and innovations. Such multi-system innovations (MSI) and their development process contrast with simple product, process, or service innovations that emerge within a single system.

   This special issue aims to provide an encompassing perspective on MSI that goes beyond the context of sustainable transitions, develops a generalized understanding of the phenomenon, and proposes a novel framework for policy makers to support MSI. Previous research in the field of sustainability transitions has usually studied the emergence of innovations in single systems or the R&D-based interactions among different systems. Given the complex landscape that emerges when multiple systems interact, depend on each other, and co-evolve, the directionality and consequences of innovation and transformation processes become more difficult to assess and govern.

   Submission deadline - October 31, 2026

For more details, visit the site.

Source - Elsevier

 05/15/2026

Journal: Language Science

   Machine-learning involving language (or AI) has recently become ubiquitous in all aspects of life in many parts of the world due to a commercially driven agenda by a handful of big tech companies from the US and China. Although language is core to the functioning of AI technologies and AI technologies are arguably affecting language practices, understandings of language and research practices, there is, to date, little published (socio)linguistic research available that examines these changes. This Open Call Special Issue aims to encourage exploration of the effects of AI on language in its social context. We invite contributions from all branches of the broad area of language in society and encourage papers that apply qualitative, quantitative or mixed methods approaches, and examine written, spoken or multimodal language and discursive practices. Case studies and assessments of current trends, agendas and methodological changes are equally welcome.

   The journal invites contributions (case studies and assessments of current trends, agendas and methodological changes) from all branches of the broad area of language in society and encourage papers that apply qualitative, quantitative or mixed methods approaches, and examine written, spoken or multimodal language practices. The overarching aims of this Special Issue are to explore the multiple ways in which sociolinguistic investigation can contribute to shedding light on this new context and to promote critical assessment of current methodological approaches, agendas and thematic foci to assert our relevance in this post-digital context

   Submission deadline - December 31, 2026

For more details, visit the site.

Source - Elsevier

 05/13/2026

Journal of Economics and Development

   Artificial intelligence (AI) is transforming modern economies at unprecedented speed. From reshaping labour markets and productivity patterns to altering welfare systems, inequality dynamics, and the foundations of long-term growth, AI introduces both extraordinary opportunities and complex risks for developing and advanced economies alike. As policymakers and researchers grapple with these rapid changes, there is a pressing need for rigorous, evidence-based analysis on how AI is reshaping economic development and human well-being...

List of Topic Areas 

• 1. AI, Productivity, and Long-Run Growth AI-driven innovations and growth models 
  Complementarity between human capital and AI technologies 
  Diffusion of AI in developing versus advanced economies 
• 2. Labor Markets in the Age of AI 
  Automation, job displacement, and occupational restructuring 
  Skill-biased technological change and upskilling/reskilling policies 
  Wage inequality and labour market polarization 
• 3. AI, Inequality, and Welfare 
  Distributional consequences across income groups, regions, and sectors 
  Effects of AI adoption on poverty reduction 
  Social protection systems and welfare policy responses 
• 4. AI and Development Strategy AI’s role in accelerating structural transformation 
  Digital divides and barriers to AI adoption 
  Ethical, institutional, and governance issues in AI-led development 
• 5. Policy, Institutions, and Regulation 
  Designing evidence-based inclusive AI policies for developing countries 
  Regulatory frameworks for data, privacy, and AI deployment 
  Public sector applications of AI for service delivery and governance
• Submission deadline - October 31, 2027

For more details, visit the site.

Source - Emerald

 05/12/2026

Journal: Multinational Business Review

   This special issue (SI) aims to advance scholarly knowledge on how MNEs’ international partnerships to social value creation. Research in Multinational Business Review scholarship has examined the international activities of multinational enterprises (MNEs) in addressing the broader sustainability agenda.. However, there remains limited understanding of the specific challenges, tensions, and opportunities MNEs face when engaging in multi-stakeholder international partnerships for social value creation. Given the increasing centrality of such partnerships in global sustainability efforts, addressing this gap is both timely and important. Against this backdrop, the motivation for this special issue is to advance new theoretical and empirical knowledge into how MNEs’ internationals partnerships enable social value creation..

List of Topic Areas 

• Which types of societal problems (e.g., poverty, food insecurity, public health) are best addressed through MNEs’ international partnerships, and which forms of partnerships are most effective in tackling these problems and generating social value? 
• How do MNEs’ international and domestic partnerships create value for multiple stakeholders and communities? 
• Under what circumstances do MNEs’ international partnerships produce unequal social outcomes, and what social benefits—such as enhanced legitimacy—do they provide to participating firms? 
• Are there limits to the types of social challenges that MNEs’ international partnerships, or specific forms of such partnership, can effectively address? 
• What inter-partner challenges arise in pursuing social value creation across cross-border settings, and how can these challenges be effectively managed? 
• What internal and external drivers motivate MNEs to establish international partnerships for social value creation, and what are the boundary conditions that determine the effectiveness of these partnerships? 
• Which dynamic capabilities are necessary for social value creation that can be developed through, or leveraged in, international partnerships, and how do these capabilities vary across different partnership types (e.g., equity vs. non-equity alliances, horizontal vs. vertical social alliances, and international joint ventures)? 
• How can social purpose be integrated in MNEs’ upstream (e.g., production) and downstream (e.g., marketing) value chain activities, and what roles do value-chain partners play, including the associated challenges and opportunities, in this process? 
• What are the nature and consequences of institutional frictions that arise in social value creation through MNEs’ international partnerships, and how can these challenges be effectively addressed? 
• What roles do home and host market institutions play in facilitating MNEs’ international partnerships for social value creation? 
• What industry- or country-specific factors influence MNEs’ multi-partner and cross-border social alliances
  
  Submission deadline - March 27, 2027

For more details, visit the site.

Source - Emerald

 05/07/2026