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ISSN: 2835-4923 (Online)Impact Metric: 3.42 IFGold Open Access (CC BY 4.0)Double-Blind Peer Reviewed

VOLUME 12, ISSUE 4 ACTIVE

International Journal of Research,Exploration & Knowledge

Promoting quality research and knowledge sharing for a better tomorrow. An international, blind-refereed publication indexing transformative breakthroughs in exploratory methodologies, AI integration, policy, and computational knowledge structures.

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Fast Track Call for PapersIssue 5, Vol. 12 (Nov 2024)

OPEN

Submission Deadline: October 31, 2024

Initial Decision: 14 - 18 Days

Final Publication: Immediate Post-Acceptance

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Quality Research

Rigorous double-blind peer review system upholding strict international standards, COPE ethical benchmarks, and comprehensive originality verification.

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Indexed globally across scholarly repositories, university consortiums, Crossref, and Google Scholar citation networks with permanent metadata archival.

Worldwide Readership

Open Access

CC BY 4.0 universal accessibility ensuring that your scholarly publications can be read, cited, redistributed, and built upon without paywalls or barriers.

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Fast & Rigorous Review

Average 4-6 weeks turnaround from submission to editorial determination, backed by transparent tracking milestones and dedicated section editors.

Avg 32 Days to Decision

Latest VolumePublished: October 15, 2024

Current Issue Highlight: Vol 12, Issue 4

Peer-reviewed scholarly investigations selected for high empirical impact and policy relevance.

Full Issue TOC (14 Articles)

RESEARCH ARTICLEPages: 101–118

Published & Indexed

Algorithmic Scaffolding in Higher Education: Evaluating Generative AI Interventions in Collaborative STEM Problem Solving

Dr. Elizabeth Chen-Ramirez, Ph.D.•University of Toronto, Faculty of Information & Pedagogy•Affiliated Lab: Cognitive Cybernetics Institute

Abstract: This mixed-methods longitudinal inquiry (N=642) investigates how adaptive generative models augment student epistemic agency across multi-tier engineering curricula. Findings demonstrate an 18.4% improvement in self-regulated diagnostic reasoning when prompt structures emphasize dialectical critique rather than passive solution retrieval. Ethical considerations regarding assessment authenticity are discussed.

DOI: 10.58422/ijrek.2024.12.04.101Citations: 12Views: 1842

EMPIRICAL STUDYPages: 119–134

Published & Indexed

Decolonial Epistemologies and Curricular Equity: Institutional Policy Transformation Across Sub-Saharan Tertiary Networks

Prof. Kwesi O. Mensah, Ph.D. & Dr. Amara Diallo•University of Ghana & Cheikh Anta Diop University•Affiliated Lab: Pan-African Higher Education Council

Abstract: Analyzing governance frameworks across 14 public universities, this research interrogates syllabus revision protocols aimed at validating indigenous knowledge systems. The authors delineate a rubric-driven model for institutional accreditation boards, documenting positive shifts in student retention, local community engagement metrics, and regional grant acquisitions.

DOI: 10.58422/ijrek.2024.12.04.102Citations: 8Views: 1410

METHODOLOGICAL REVIEWPages: 135–152

Published & Indexed

Multi-Modal Sensor Integration for Neurodiverse Classrooms: A Meta-Analysis of Adaptive Attentional Supports

Elena Rostova, M.Ed. & Prof. Heinrich Vogel, Ph.D.•Ludwig Maximilian University of Munich•Affiliated Lab: Special Needs Cognitive Tech Group

Abstract: Synthesizing 53 peer-reviewed interventions across primary and secondary special education environments, this review systematically aggregates physiological telemetry, auditory feedback loops, and ambient lighting interventions. The analysis confirms substantial reductions in sensory overload episodes while maintaining mainstream instructional participation.

DOI: 10.58422/ijrek.2024.12.04.103Citations: 19Views: 2190

Multidisciplinary Matrix

Aims & Scholarly Scope

IJREK solicits original research contributions, structured systematic reviews, and critical methodological discourse across six core academic domains.

Education & Pedagogy

Curriculum formulation, comparative pedagogy, student-centered learning methodologies, instructional design, and formative educational evaluation structures.

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Learning Tech & AI in Education

LLM-driven tutoring architectures, VR/AR spatial learning environments, adaptive psychometrics, intelligent assessment engines, and digital classroom telemetry.

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Social Sciences & Policy

Higher education governance, institutional funding models, equity in education, international student mobility, accreditation policy, and societal reform.

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Research Methodology

Mixed-methods epistemic models, qualitative coding reliability, statistical replication standards, computational social science approaches, and data validity.

Explore 95+ Papers

Knowledge Management

Institutional memory repositories, tacit knowledge transfer paradigms, open scholarship infrastructures, university-industry technology transfer dynamics.

Explore 112+ Papers

Interdisciplinary Studies

Neuroscience-informed learning, environmental and climate curriculum models, data ethics in schools, medical educator pedagogical training pipelines.

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Scholarly Leadership

Editorial Board Spotlight

Guided by an esteemed international collegiate body spanning leading research universities.

View All 38 Board Members

Editor-in-Chief

Prof. Dr. Arthur M. Vance

Chair of Educational Epistemology

University of Oxford, United Kingdom

ORCID• Scholar

Associate Editor

Prof. Soraya Al-Nuaimi

Digital Pedagogy & Learning Analytics

King Saud University, Saudi Arabia

ORCID• Scholar

Associate Editor

Dr. Rajesh K. Mukhopadhyay

Curriculum Reform & Policy

National University of Singapore (NUS)

ORCID• Scholar

Managing Editor

Dr. Claire Lindqvist

Research Ethics & Publication Integrity

Uppsala University, Sweden

ORCID• Scholar

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Why Publish With IJREK?

We partner with authors to maximize research visibility, ensure fair evaluations, and protect intellectual ownership.

Unrestricted Global Scholarly Dissemination

Every accepted paper is immediately deposited into globally reachable Open Access repositories. Readers from more than 160 nations access, cite, and reference IJREK publications without subscription paywalls or institutional lockouts.

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