The Journal of Sustainable Basic Education (JSBE) (ISSN 3155-685X) is a peer-reviewed academic journal that publishes research, action research, innovation studies, policy analyses, and evidence-based practices focused on improving basic education. It promotes scholarly work that supports quality, inclusive, resilient, technology-enhanced, and sustainable learning.
JSBE welcomes studies in curriculum and instruction, sustainable education, inclusive education, educational leadership, teacher development, assessment, digital learning, literacy and numeracy, learner well-being, school-community partnership, action research, innovation, and education policy.
The Journal of Sustainable Basic Education (JSBE) invites researchers, educators, school leaders, graduate students, policymakers, and education practitioners to submit original scholarly works for its inaugural issue.
Read more about Call for Papers: Inaugural Issue of the Journal of Sustainable Basic Education
Volume 1, Issue 1 (2026) marks the inaugural publication of the Journal of Sustainable Basic Education (JSBE) and introduces the journal’s commitment to advancing rigorous, relevant, inclusive, and practice-responsive scholarship in basic education.
Guided by the theme “Coherence, Care, and Innovation: Toward Sustainable Basic Education,” this inaugural issue brings together conceptual, empirical, and design-oriented studies that examine how educational systems can better align purpose, practice, evidence, professional support, learner experience, and innovation. The issue opens with the Alignment Matters Framework, which positions educational coherence as a relationship among intended learning, classroom experiences, assessment evidence, professional capacity, and system support.
The original research articles extend this concern for coherence into the lived realities of schools and educators. One study examines how learning environments relate to learner safety and engagement in DepEd Bohol secondary schools, underscoring the role of supportive, participatory, and psychologically secure school conditions. Two phenomenological studies focus on Filipino teachers in New York City, exploring how working conditions, professional relationships, institutional resources, cultural adaptation, identity, resilience, and inclusion shape teacher well-being and professional experience across international contexts.
The issue also features a design and development study on LP Monitor, a web-based lesson-plan supervision system that addresses paper-based monitoring burdens and introduces AI-assisted feedback on instructional alignment. The study illustrates how educational technology can respond to practical school-level problems while retaining the need for professional judgment, validation, and responsible use of artificial intelligence.
Taken together, the contributions in Volume 1, Issue 1 present sustainable basic education not as a single program or reform, but as a continuing effort to create coherent systems, supportive environments, empowered educators, engaged learners, and evidence-informed innovations. As JSBE begins its first volume, this issue establishes the journal as a scholarly space where research and practice meet in pursuit of quality, inclusive, and sustainable learning.
Advancing Research for Quality, Inclusive, and Sustainable Learning.
