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FAQs

Frequently Asked Questions about the Malta Review of Educational Research (MRER)

What is MRER?

The Malta Review of Educational Research (MRER) is a peer-reviewed academic journal dedicated to educational research, critical reflection, and scholarly dialogue. Established nearly two decades ago, MRER has become an important platform for educators, researchers, policymakers, and students interested in exploring educational issues from local and international perspectives.

Published through the Faculty of Education at the University of Malta, the journal promotes rigorous academic inquiry while remaining closely connected to educational practice and social realities. MRER publishes articles on topics such as curriculum development, inclusion, social justice, teacher education, educational policy, community learning, and critical pedagogy.

Over the years, MRER has developed into more than an academic publication; it has become a living archive of educational thought in Malta and beyond, documenting changing educational debates, challenges, and aspirations. The journal encourages interdisciplinary and critical approaches, creating space for dialogue between theory, research, and practice.

Why is MRER important?

MRER is important because it creates a bridge between academic scholarship and the lived realities of education. It provides researchers and practitioners with an opportunity to share innovative ideas, critically examine educational systems, and contribute to discussions on equity, democracy, inclusion, and transformation in education.

The journal also plays a significant role in supporting emerging scholars and fostering a culture of research within the educational community. Through its commitment to critical and reflective scholarship, MRER contributes to shaping educational discourse both nationally and internationally.

Who reads MRER?

MRER is read by:

  • academics and researchers in education;

  • teachers and school leaders;

  • postgraduate and undergraduate students;

  • policymakers and educational administrators;

  • professionals interested in social justice and educational reform.

Its readership extends beyond Malta, engaging international scholars interested in critical educational perspectives and comparative educational studies.

What distinguishes MRER from other journals?

One of MRER’s distinctive features is its strong commitment to socially engaged and critical educational research. The journal values scholarship that not only analyses educational realities but also seeks to imagine more inclusive, democratic, and emancipatory futures.

MRER also reflects Malta’s unique educational and cultural context while remaining internationally relevant. Its archive offers insight into the evolution of educational thought, policy debates, and pedagogical practices across two decades.

What other questions would a reader or potential contributor be interested in?

What kinds of articles does MRER publish?

MRER publishes a wide range of scholarly work, including:

  • original research articles;

  • theoretical and conceptual papers;

  • critical essays;

  • policy analyses;

  • commentaries and discussion papers;

  • book reviews;

  • conference reports;

  • lesson-study reports;

  • reflective pieces on educational practice.

The journal welcomes interdisciplinary approaches and contributions that engage critically with contemporary educational issues.

How frequently is MRER published?

The Malta Review of Educational Research (MRER) is published twice yearly, in June and December. Its publications generally appear in one of three formats:

  • General Issues – covering a broad range of educational topics and research areas;

  • Special Issues – focusing on a particular educational theme or emerging area of concern;

  • Supplement Issues – published occasionally when there is a significant volume of high-quality submissions requiring additional publication space.

Who can submit to MRER?

MRER welcomes submissions from:

  • established academics;

  • early-career researchers;

  • postgraduate students;

  • educational practitioners;

  • independent scholars.

The journal encourages contributions from both local and international authors.

Is MRER peer-reviewed?

Yes. MRER follows a rigorous peer-review process to ensure academic quality, originality, and relevance. Submitted manuscripts are evaluated by experts in the relevant field before publication.

What themes are particularly relevant to MRER?

MRER has a strong interest in themes such as:

  • social justice in education;

  • inclusion and diversity;

  • critical pedagogy;

  • curriculum studies;

  • educational leadership;

  • citizenship and democracy;

  • community education;

  • teacher education;

  • decolonial and postcolonial perspectives;

  • sustainability and educational transformation;

  • teacher identity;

  • continuous professional development;

  • history of education;

  • education policy;

  • further and higher education;

  • lifelong education;

  • assessment in education;

  • AI and education;

  • classroom pedagogies;

  • philosophy of education;

  • and more…

Does MRER accept international contributions?

Absolutely. While grounded in the Maltese educational context, MRER actively encourages international dialogue and comparative perspectives that enrich educational research globally.

Why should researchers publish in MRER?

Publishing in MRER offers contributors the opportunity to:

  • engage with a critical and intellectually diverse readership;

  • contribute to important educational debates;

  • participate in an evolving archive of educational scholarship;

  • connect theory with practice and policy;

  • support transformative and socially engaged educational research.

Is MRER relevant only to academics?

No. Although academically rigorous, MRER is also valuable to practitioners, school leaders, policymakers, and anyone interested in understanding education critically and reflectively.

How has MRER evolved over the years?

Over two decades, MRER has evolved alongside changing educational realities. The journal has addressed emerging challenges such as digital education, inclusion, migration, sustainability, neoliberal reforms, and decolonial critiques, while maintaining its commitment to critical scholarship and meaningful educational dialogue.

What is the vision of MRER moving forward?

MRER aims to continue strengthening its role as a platform for courageous, critical, and socially responsive educational research. The journal seeks to foster dialogue across disciplines, generations, and geographical contexts while remaining attentive to pressing educational and societal challenges.