JPSP is an open access journal, which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (BOAI) definition of open access.
JPSP is a peer reviewed journal and covers all area of educational studies. The journal is published biannually (twice a year: June and December) and provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal aims to achieve the advancement of knowledge in the field of educational sciences and to offer an integrated view of the field by presenting approaches of multiple disciplines.
Infection control as a subject in the secondary level of education: A theoretical outcomes-based course outline
Joshua Macapagal, Christopher Paulo Manlapaz
Journal of Pedagogical Sociology and Psychology, Volume 2, Issue 2, pp. 52-58
https://doi.org/10.33902/JPSP.2020262526
The implication of transformative pedagogy in classroom teaching: A case of Bhutan
Karma Dorji, Pema Tshering, Tempa Wangchuk, Sherab Jatsho
Journal of Pedagogical Sociology and Psychology, Volume 2, Issue 2, pp. 59-68
https://doi.org/10.33902/JPSP.2020262924
Problems affecting the practice of student-centered approach in teaching social studies
Lemma Tadesse
Journal of Pedagogical Sociology and Psychology, Volume 2, Issue 2, pp. 69-79
https://doi.org/10.33902/JPSP.202026294
Possible impact of COVID-19 on senior secondary school students’ performance in science education in Nigeria
Oluwatoyin Mary Oyinloye
Journal of Pedagogical Sociology and Psychology, Volume 2, Issue 2, pp. 80-85
https://doi.org/10.33902/ JPSP.2020263901
Ricoeur’s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams
Anders Baerheim, Ingunn Johanne Ness
Journal of Pedagogical Sociology and Psychology, Volume 2, Issue 2, pp. 86-91