About the Journal

The Journal of Sustainable Basic Education (JSBE) (ISSN 3155-685X) is a peer-reviewed, open-access academic journal dedicated to advancing research, innovation, policy, and evidence-based practice that contribute to the improvement of basic education.

JSBE provides a scholarly platform for teachers, school leaders, researchers, graduate students, policymakers, education specialists, and advocates to share rigorous and relevant work addressing authentic issues in teaching, learning, assessment, leadership, learner development, educational technology, school improvement, and policy.

The journal promotes scholarship that supports quality, inclusive, resilient, future-ready, and sustainable learning.

JSBE is guided by the principle that educational improvement depends not only on the presence of effective programs, policies, and practices, but also on the quality, coherence, feasibility, equity, and sustainability of their implementation.

Advancing Research for Quality, Inclusive, and Sustainable Learning

Aims of the Journal

The Journal of Sustainable Basic Education aims to:

  1. provide a credible venue for scholarly research relevant to basic education;

  2. strengthen research culture among teachers, school leaders, researchers, graduate students, and other education stakeholders;

  3. promote the use of research-based and evidence-informed solutions in classrooms, schools, learning communities, and education systems;

  4. encourage scholarship that connects research with educational practice, leadership, policy, and innovation;

  5. support rigorous inquiry into emerging and persistent challenges in basic education;

  6. promote methodological rigor, ethical research practice, and responsible scholarly communication;

  7. advance research that contributes to inclusive, equitable, resilient, and sustainable educational systems; and

  8. encourage dialogue among researchers, practitioners, policymakers, and communities toward meaningful educational improvement.

Scope

JSBE welcomes manuscripts addressing basic education and related areas, including but not limited to:

  • curriculum and instruction;

  • instructional alignment and educational coherence;

  • sustainable education;

  • inclusive education;

  • educational leadership and school management;

  • teacher professional development;

  • instructional supervision;

  • assessment, evaluation, and learning outcomes;

  • formative and summative assessment;

  • literacy and numeracy;

  • learner engagement and motivation;

  • learner well-being and development;

  • digital learning and educational technology;

  • artificial intelligence in education;

  • learning analytics;

  • research and innovation in teaching and learning;

  • school-community partnerships;

  • educational resilience;

  • action research;

  • educational innovation;

  • program and intervention evaluation;

  • school improvement;

  • education policy and policy implementation;

  • equity and access to learning;

  • curriculum reform;

  • professional learning communities; and

  • other emerging issues relevant to basic education.

Interdisciplinary submissions are welcome when their contribution to basic education is clearly established.

What JSBE Means by Sustainable Basic Education

JSBE recognizes sustainability as broader than environmental sustainability alone.

Within the context of basic education, sustainability also concerns whether educational policies, practices, programs, technologies, and innovations can remain:

  • educationally meaningful;

  • inclusive and equitable;

  • responsive to learner needs;

  • feasible within available resources;

  • resilient under changing conditions;

  • scalable where appropriate;

  • institutionally supportable;

  • contextually relevant; and

  • valuable over time.

Authors who describe an intervention, program, policy, or practice as sustainable should clearly establish the basis for that claim.

Types of Manuscripts

JSBE accepts the following manuscript types:

Original Research Articles

Empirical quantitative, qualitative, or mixed-methods studies that contribute new evidence or understanding relevant to basic education.

Action Research

Systematic studies undertaken to address authentic problems in classrooms, schools, learning communities, or educational organizations.

Innovation Studies

Studies involving the development, implementation, evaluation, validation, or refinement of educational innovations, interventions, systems, technologies, models, tools, or programs.

Review and Conceptual Articles

Articles that synthesize existing scholarship, examine concepts or theories, develop conceptual frameworks, or advance theoretically grounded arguments.

Policy Analyses

Scholarly analyses of educational policies, implementation issues, policy alternatives, and implications for basic education.

Evidence-Based Practice Articles

Articles presenting educational practices supported by systematic evidence and accompanied by critical discussion of their implementation, limitations, and transferability.

Perspectives

Scholarly and evidence-informed viewpoints on significant, emerging, or contested issues in basic education.

Editorials

Articles written or commissioned by the Editorial Team to introduce an issue, examine important developments, articulate editorial perspectives, or contribute to scholarly discussion in the field.

Publication Frequency

The Journal of Sustainable Basic Education is published biannually, with two regular issues released each year, ordinarily in:

  • March, and

  • September.

Special or thematic issues may be published when appropriate and upon approval of the Editorial Board.

Articles may be prepared and assigned to a forthcoming issue as they complete the journal's editorial, peer-review, copyediting, and production processes.

Peer Review Process

Manuscripts submitted to JSBE undergo an initial editorial screening to determine:

  • alignment with the aims and scope of the journal;

  • scholarly relevance;

  • basic methodological adequacy;

  • ethical compliance;

  • originality;

  • completeness; and

  • conformity with submission requirements.

Manuscripts that pass editorial screening proceed to independent peer review.

Reviewers assess manuscripts according to their:

  • scholarly contribution;

  • relevance to basic education;

  • conceptual or theoretical grounding;

  • methodological rigor;

  • quality of analysis;

  • interpretation of findings;

  • ethical integrity;

  • clarity of presentation;

  • educational significance; and

  • practical or policy implications.

Reviewer recommendations inform, but do not independently determine, the final editorial decision.

Possible editorial decisions include:

  • Accept Submission;

  • Revisions Required;

  • Resubmit for Review;

  • Resubmit Elsewhere; and

  • Decline Submission.

The final decision rests with the JSBE Editorial Team.

Editorial Independence and Conflict Management

Editorial decisions are based on scholarly merit, methodological quality, ethical integrity, relevance, and alignment with the journal's scope.

Editors, reviewers, and authors must disclose actual, potential, or perceived competing interests.

When an editor, member of the Editorial Board, or person closely associated with JSBE submits a manuscript, that individual must not participate in the peer-review process or editorial decision concerning the submission.

The manuscript must be handled independently to protect the integrity and credibility of the review process.

Open Access Policy

JSBE is an open-access journal.

Published articles are made freely available to readers without subscription or registration barriers.

The journal supports the dissemination, use, and responsible reuse of scholarly knowledge in ways that strengthen educational research and practice.

Copyright and Licensing

Authors publishing in JSBE retain copyright over their work.

Authors grant the Journal of Sustainable Basic Education the right of first publication and authorize the Journal to publish, distribute, preserve, and make the accepted work publicly available as part of the scholarly record.

Unless otherwise indicated, articles published in JSBE are licensed under the:

Creative Commons Attribution 4.0 International License (CC BY 4.0).

Under CC BY 4.0, users may copy, share, redistribute, adapt, remix, transform, and build upon published works for any purpose, provided that appropriate credit is given to the author or authors, the original publication is acknowledged, a link to the license is provided, and any changes are indicated.

Research Ethics

JSBE requires authors to observe applicable ethical standards in the conduct and reporting of research.

Studies involving human participants must obtain appropriate ethical review or approval when required.

Research involving minors requires heightened safeguards, including appropriate:

  • informed parental or guardian consent;

  • learner assent;

  • voluntary participation;

  • confidentiality;

  • privacy protection;

  • responsible data management; and

  • safeguards against coercion or undue influence.

Teacher-researchers and educational leaders must take particular care when conducting research involving learners or personnel over whom they exercise instructional, supervisory, or evaluative authority.

JSBE does not tolerate:

  • fabrication;

  • falsification;

  • plagiarism;

  • duplicate publication;

  • inappropriate authorship;

  • citation manipulation;

  • undisclosed conflicts of interest; or

  • other forms of research misconduct.

Artificial Intelligence and AI-Assisted Tools

JSBE recognizes the growing role of artificial intelligence in educational research and scholarly communication.

Generative AI systems must not be listed as authors.

Authors remain fully responsible for all content submitted to the journal.

Substantive use of generative AI or AI-assisted tools in activities such as:

  • manuscript preparation;

  • literature synthesis;

  • coding;

  • data analysis;

  • translation;

  • visualization;

  • software development; or

  • other scholarly processes

must be disclosed when appropriate.

Authors must independently verify AI-generated information, references, interpretations, and outputs.

Confidential participant data, unpublished manuscripts, protected records, and other sensitive materials must not be entered into external AI systems without appropriate authorization and safeguards.

Originality and Publication Integrity

Submissions must represent original scholarly work.

A manuscript must not be simultaneously under consideration by another journal.

Authors must disclose when a submission substantially derives from or has previously appeared as:

  • a thesis or dissertation;

  • conference paper;

  • institutional research report;

  • preprint;

  • publicly disseminated action research; or

  • another related scholarly output.

Prior dissemination does not automatically prevent publication when appropriately disclosed and when the manuscript satisfies JSBE's originality and publication requirements.

Research Involving Schools and Educational Communities

JSBE recognizes that much of basic education research occurs within schools and learning communities.

Authors should ensure that research participation:

  • does not adversely affect learners' academic standing;

  • does not compromise employees' professional standing;

  • remains voluntary;

  • respects institutional authority without confusing institutional permission with participant consent;

  • protects identifiable educational records; and

  • avoids unnecessary disruption of teaching and learning.

Reporting Standards

Authors are expected to report research transparently and accurately.

Where appropriate, manuscripts should follow recognized reporting standards such as:

  • PRISMA for systematic reviews and meta-analyses;

  • CONSORT for randomized trials;

  • STROBE for observational research;

  • COREQ for qualitative interview and focus-group studies; and

  • other established standards appropriate to the research design.

JSBE also expects alignment among the:

research problem → research questions/objectives → theoretical or conceptual basis → methodology → data → analysis → findings → conclusions → recommendations or implications.

Language and Citation Style

JSBE primarily publishes manuscripts in English.

The journal follows American English conventions unless the nature of the manuscript requires otherwise.

Citations and references should conform to the Publication Manual of the American Psychological Association, Seventh Edition (APA 7th edition) unless otherwise specified by the Journal.

Authors should consult the JSBE Author Guidelines, Manuscript Template, Journal Style Guide, and Research Ethics Requirements before submission.

Commitment to Research Culture

JSBE views publication not as the endpoint of research but as part of a larger process of knowledge-building.

Published research should invite examination, critique, replication, adaptation, application, and further inquiry.

The journal seeks to strengthen connections among:

  • research;

  • teaching and learning;

  • assessment;

  • professional development;

  • instructional leadership;

  • school improvement;

  • educational innovation;

  • policy; and

  • community engagement.

JSBE particularly encourages scholarship that moves beyond documenting educational problems toward generating evidence, explanation, workable solutions, critical reflection, and meaningful educational improvement.

Journal Identity

Journal of Sustainable Basic Education (JSBE)

ISSN: 3155-685X
Publication Frequency: Biannual
Regular Issues: June and December
Access Model: Open Access
Copyright: Retained by the Author(s)
License: Creative Commons Attribution 4.0 International (CC BY 4.0)
Citation Style: APA 7th Edition
Peer Review: Independent scholarly peer review
Publisher: San Agustin National High School, Purok 6, San Agustin, Sagbayan, 6331, Bohol, Philippines

Advancing Research for Quality, Inclusive, and Sustainable Learning