The scope and speed of the pandemic have brought about fundamental changes in how people carry on with their daily lives around the world. Because of the far-reaching ramifications of the virus in all spheres, including the economy, society, politics and culture, the global community is at a critical juncture where accelerated changes in social and organizational paradigms are called for. In the field of education, the delayed opening or prolonged closing of schools has undoubtedly disrupted learning and limited education opportunities for the students. Such an impact has ranged from students falling behind in curricular contents to dropping out of school and not returning altogether. Meanwhile, although some aspects of education have already gone digital, the pandemic has accelerated the process and has made remote and online learning the new normal.

This Special Issue is aimed at exploring “digital inclusion” through the use of technology-facilitated learning platforms and modalities, such as distance learning, virtual learning, blended learning, mobile learning, and ubiquitous learning, to name a few within the multicultural environment of schooling. The Special Issue also hopes to give attention to studies and cases that highlight the systematic implementation and practical responses of schools and classrooms in countries that have the digital infrastructure and technological advancement and in those that do not have. We encourage academics and scholars to question the “digital divide” and the challenges and implications that this disparity brings to education.

1. What are the implications of online modalities of learning to teacher training, curriculum design, school certification, student assessment, and other aspects in education?
2. What are the alternative ways in which information and communications technology (ICT) and digital literacy can be used to promote education, social justice, and equity?
3. How does online learning affect the academic and socio-cultural landscape of the classroom?
4. What have school administrators and teachers done to minimize the learning disruption and mitigate the academic problems resulting from digital illiteracy and digital divide? What could they do differently?
5. How can stakeholders in education collaborate in responding to the global crisis in education?
6. What are some pressings issues about justice and equity relevant to the digital divide and how might these be addressed to promote educational equity and access for all?

Guided by the above questions, the International Journal of Multicultural Education (IJME) welcomes academics and scholars to read the guidelines stated below and submit manuscripts that offer theoretical perspectives; research findings based on original studies employing qualitative, quantitative, and mixed methods; innovative methodologies; pedagogical reflections; and implications related to digital inclusion and/or digital divide.

Recommended Timeline 

1. April 15, 2021           : Submission Deadline
2. June 30, 2021           : Revision Request Decision by Special Issue Editors
3. August 30, 2021        : Author Revision Deadline
4. October 31, 2021       : Final Acceptance Decision
5. December 2021         : Publication of the Special Issue

IJME Selection Process of Manuscripts

1. Manuscripts will be judged on their strength and relevance to the theme of the special issue and should be aligned with the mission of IJME.
2. Manuscripts should neither have been previously published in another journal, nor are under consideration by another journal at the time of submission.
3. Each manuscript will be prescreened by special issue editors for its general fitness to the special issue. Then prescreened manuscripts will be subjected to a double-blind review by a panel of reviewers with expertise in the area. Those manuscripts recommended by the panel of experts will then be considered for final acceptance.

For any further questions, please contact the Special Issue Editors

Dr. Aileen C. Park (aileen.park@yonsei.ac.kr)

Dr. Pablo C. Ramírez (pramirez@csudh.edu) 

Dr. Paul Sparks (paul.sparks@pepperdine.edu)