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PUBLISHING TRANSFORMATIVE PEDAGOGY AND SOVEREIGN LEARNING INNOVATION ACROSS STEMMA & SIM
Journal of Education and Learning Sciences (JELS) - ISSN 3080-3292
Vision
To serve as Africa’s flagship academic journal advancing transformative learning systems, pedagogic innovation, and cognitive design under the Sixth Education Era—anchoring curriculum development in sovereignty, dignity, and continental reimagination.
Aims & Scope
JELS publishes original research, theoretical analysis, field studies, and scholarly reflections that interrogate the future of learning sciences across African and Global South contexts. It welcomes interdisciplinary and transdisciplinary work in areas such as:
🧠 Cognitive Design, Learner Agency & Educator Identity
📚 Curriculum Innovation, Learning Ecosystems & Sovereign Pedagogy
🖥️ Educational Technology, AI Integration & Digital Praxis
🔬 SIM/STEMMA/LIKEMS Learning Frameworks & Practitioner Reskilling
🌍 Education 6.0 Implementation & Epistemic Restoration
🎓 Mentorship Models, Professional Dignity & Youth Development
Editorial Philosophy
JELS privileges research that views education not merely as transmission but as transformation. It champions thought leadership that restores dignity to the educator, agency to the learner, and authorship to the curriculum. We welcome contributions from credentialed practitioners, institutional leaders, and emerging scholars whose work challenges inherited pedagogies and lights the path toward sovereign learning futures.
📚 Scope of the Journal
Publishing Transformative Pedagogy and Sovereign Learning Innovation Across STEMMA, LIKEMS & SIM
🧠 Cognitive Design, Learner Agency & Educator Identity
This theme elevates cognition to the level of curriculum architecture — treating learning not as passive intake but as sovereign construction. Contributors explore pedagogic neuro-design, trauma-informed instruction, and the politics of agency within classroom ecologies. Educators are positioned as epistemic engineers, and learners as sovereign actors shaping their own intellectual pathways. JELS advances work that restores the educator’s identity as a credentialed civic designer and reframes agency as an operational tool for instructional dignity.
📚 Curriculum Innovation, Learning Ecosystems & Sovereign Pedagogy
This domain casts curriculum as civic infrastructure — designed for modular delivery, continental relevance, and Education 6.0 deployment. JELS invites frameworks that dismantle extractive curriculum paradigms and engineer sovereign learning ecosystems. Innovation is treated not merely as content creation but as territorial authorship, with emphasis on interoperability, adaptive ecosystems, and the credentialed authority of the African educator. Pedagogy is not a delivery function; it is a design philosophy.
🖥️ Educational Technology, AI Integration & Digital Praxis
Technology here is harnessed for epistemic autonomy — embedding SRU’s design principles in every interface, diagnostic protocol, and AI-driven instructional sequence. This theme foregrounds digital praxis that honors educator control, safeguards learner dignity, and operationalizes sovereign delivery. JELS engages edtech not as disruption, but as augmentation — a strategic apparatus that secures Education 6.0 fidelity while enabling scalable, ethical, and diagnostic learning tools across platforms.
🔬 SIM/STEMMA/LIKEMS Frameworks & Practitioner Reskilling
Credentialing innovation sits at the heart of this theme, where Springfield’s triad—SIM (Systems Integration Methodologies), STEMMA (Science, Technology, Engineering, Mathematics, Medicine & Automation), and LIKEMS (Learning Innovation for Knowledge Engineering and Modular Systems)—forms the operating system of educator reskilling. JELS publishes work that designs and defends practitioner pathways, modular credentialing portfolios, and transdisciplinary reskilling platforms. Practitioners are not re-trained; they are architected anew.
🌍 Education 6.0 Implementation & Epistemic Restoration
This theme operationalizes Springfield’s sovereign vision: the restoration of Africa’s intellectual infrastructure through dignified, systemic education. JELS invites implementation frameworks that align pedagogy with policy, reclaim epistemic lineage, and embed Education 6.0 into national curricula, continental partnerships, and modular learning systems. Contributors do not theorize sovereignty; they install it. Restoration is approached not as heritage recovery, but as instructional reengineering.
🎓 Mentorship Models, Professional Dignity & Youth Development
Mentorship here is reconceived as credentialing logic — an architecture for transgenerational knowledge transfer, professional dignity, and civic continuity. This theme interrogates educator legacy systems, mentorship diagnostics, and youth leadership incubators rooted in sovereign pedagogic design. JELS publishes work that transforms mentorship from informal guidance into structured civic stewardship, where dignity is not just preserved but propagated.
Editorial Introduction
Journal of Education and Learning Sciences (JELS)
The Journal of Education and Learning Sciences (JELS) is Springfield Research University’s continental engine for pedagogic scholarship and credentialing innovation. It exists to transform curriculum into civic infrastructure and educators into sovereign architects of social, technological, and cognitive futures.
JELS advances Education 6.0 through radical inquiry into learning modalities, teaching ecosystems, and knowledge architectures — foregrounding STEMMA, LIKEMS, and SIM as frameworks of continental authorship. Contributors explore modular learning platforms, diagnostic pedagogy, reskilling architectures, and transdisciplinary credentialing systems that restore dignity to the African educator and learner alike.
This journal does not just theorize learning; it credentializes it, operationalizes it, and defends it. Education is reframed as continental infrastructure — where curriculum sovereignty becomes civic resilience, and pedagogy becomes constitutional design.
Credentialing Integration Statement
JELS aligns all scholarship with Springfield Research University’s sovereign credentialing logic through:
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STEMMA: Engineering pedagogy through science, technology, mathematics, medicine, and automation.
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LIKEMS: Designing adaptive ecosystems for modular learning, content innovation, and system interoperability.
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SIM: Integrating diagnostic, infrastructural, and civic learning systems under sovereign delivery frameworks.
Education 6.0 is not a theory — it is a civic blueprint. JELS is its publishing arm.
