Aims and Scope

Metafora: Education, Social Sciences and Humanities Journal is a multidisciplinary scholarly journal committed to facilitating the development, exchange, and dissemination of ideas and research findings in the fields of education, the social sciences, and the humanities. The journal publishes scholarly works that offer theoretical, methodological, and practical contributions to the understanding of human beings, education, society, culture, language, history, intellectual thought, and the various dynamics of social life.

The distinctive character of Metafora lies in its integrative perspective, which brings together educational processes, social realities, and human experiences within a single academic forum. The journal does not regard these three domains as isolated fields of inquiry; rather, it understands them as interconnected dimensions of knowledge and human development. Education is therefore viewed not merely as a process occurring within formal institutions, but also as a social and cultural practice that shapes knowledge, identity, values, behaviour, and interpersonal relations. Accordingly, Metafora welcomes scholarly contributions that connect educational perspectives with sociological, anthropological, philosophical, historical, linguistic, literary, psychological, communicative, and cultural approaches.

The journal accepts original research articles, conceptual papers, literature reviews, and other forms of scholarly work relevant to education, the social sciences, and the humanities. Its scope includes, but is not limited to:

• educational policy, administration, and management;

• curriculum, teaching, learning, assessment, and educational evaluation;

• teacher education and professional development;

• inclusive education, character education, and community-based education;

• literacy, language, literature, and language education;

• educational technology and digital transformation;

• sociology, anthropology, psychology, and social dynamics;

• community development, social change, and community empowerment;

• culture, identity, gender, and diversity;

• history, philosophy, and intellectual thought;

• media studies, communication, and social representation;

• literature, linguistics, and language studies;

• humanitarian issues, ethics, social justice, and cultural studies; and

• other interdisciplinary studies related to education, the social sciences, and the humanities.

Metafora places particular emphasis on studies that emerge from real-world concerns and demonstrate sensitivity to social, cultural, and humanitarian contexts. The journal therefore welcomes research that explores the experiences of individuals and communities, educational practices, cultural transformation, social relations, and contemporary issues across diverse societal settings. Studies that foreground local perspectives, community knowledge, plurality of experience, and the relationship between local concerns and broader global issues are also regarded as an important part of the journal’s intellectual scope.

As an academic forum, Metafora encourages the use of qualitative, quantitative, mixed-methods, historical, interpretive, critical, comparative, and other approaches appropriate to the nature of the research problem. Each manuscript is expected to present a clearly formulated problem, a robust theoretical foundation, a methodologically rigorous research design, critical analysis, and conclusions that contribute meaningfully to the advancement of knowledge and practice.

Through this distinctive orientation, Metafora: Education, Social Sciences and Humanities Journal aspires to become an intellectual meeting point for diverse scholarly disciplines. It seeks to generate knowledge that is not only academically rigorous, but also reflective, contextually grounded, and socially relevant. The journal provides opportunities for researchers, academics, educators, students, practitioners, and scholars of social and humanitarian issues to engage in meaningful dialogue, critically examine established ideas, and offer new perspectives on the relationship between education, society, and culture.