Welcome to CERJ
The Cambridge Educational Research e-Journal (CERJ) is an online journal for scholars, early-career researchers, educators, and professionals to share their ongoing or completed work with peers and the wider academic community. CERJ publishes rigorous education research and welcomes submissions from all regions of the world.
2026 Call for Submissions
Dear Colleagues and Educational Researchers,
The Editorial Board of the Cambridge Educational Research e-Journal (CERJ) is pleased to announce our call for submissions for Volume 13: Education in Changing Times. We welcome contributions that question, disrupt, and reimagine education across contexts, contributing to our growing community of educational researchers and practitioners worldwide.
Education in Changing Times
Education is not stable, and it never has been. It shifts with technologies, politics, crises, and the stories we tell about knowledge, value, and voice.
This theme invites authors to sit with that instability.
- What does it mean to teach, learn, or research in uncertain, accelerated, or contested times?
- What is being transformed—and what quietly stays the same?
- Who benefits, and who is left out?
Changing times are also sites of possibility. We are interested in how education can foster well-being, resilience, and meaning-making while remaining attentive to inequality and constraint.
Sub-themes
We welcome submissions covering a range of sub-themes, including but not limited to:
- STEAM Education (Science, Technology, Engineering, Arts, Mathematics Education)
- Pedagogy and Teaching Approaches
- Language, Literacy, and Identity
- Policy and Reform
- Early Childhood, Secondary, and Higher Education
- Assessment and Evaluation
- Teacher Professional Development
Please note that the above list of themes and sub-themes is not exhaustive. Authors are strongly encouraged to submit research on any topics related to education, even if not explicitly listed above.
Submission Types
Submissions can take the form of original research papers, commentary pieces, critical reviews, and more. All submissions undergo double-blind peer review. Please visit our website under Submission for more details.
Important Dates
- Deadline for submissions: 22 May 2026
- First decision: Within approximately 30 days of submission deadline.
- Expected publication: November 2026
Note: CERJ does not charge for submission and publication.
How to Submit
Manuscripts should be submitted through our submission form.
For detailed guidelines on word length, style guide, and submission requirements, please visit our website under Submission. Please ensure adherence to the given template to avoid any delays in reviewing or rejection of the manuscript.
Support for New Researchers
CERJ actively encourages submissions from first-time authors and early-career researchers. Our editorial board provides support, which includes an information session on the publication process and assistance in developing full submissions.
2026 Call for Reviewers
Dear Education Researchers,
The Cambridge Educational Research e-Journal (CERJ) is seeking dedicated peer reviewers for our upcoming Volume 13: Education in Changing Times. We invite researchers, PhD candidates, and scholars across career stages to contribute to the rigorous academic review process.
Our reviewers play a critical role in maintaining the highest standards of scholarly publication by evaluating manuscripts, providing constructive feedback, and ensuring the academic integrity of educational research. Reviewers will have the opportunity to engage with cutting-edge research across various educational domains.
To apply, please fill in our application form. The application deadline is 22 May 2026.
To learn more, contact us at cerj@educ.ac.uk.
Our Review Process
At CERJ, we believe in upholding rigorous academic standards. Every article submitted to the Cambridge Educational Research e-Journal undergoes a carefully structured, multi-stage peer review process to ensure quality, integrity, and relevance.
Stage 1: Pre-Selection
All manuscripts are first reviewed by the editorial team for:
- Overall quality and clarity
- Alignment with CERJ’s focus areas
- Compliance with our technical submission guidelines
If needed, authors will be invited to revise and resubmit their work before moving forward.
Stage 2: Peer Review (Double-Blind)
Submissions that pass pre-selection proceed to a double-blind peer review, where:
- Two or more expert reviewers independently evaluate each paper
- Authors and reviewers remain anonymous
- Constructive feedback is provided for revision and potential progression
- Authors may revise and resubmit before moving to the final evaluation phase.
Who Can Review for CERJ?
CERJ’s peer review process is powered by a global network of reviewers, including:
- PhD researchers and early-career scholars
- Experienced academics in Education and related disciplines
- Student and faculty volunteers
Reviewers typically handle 2–3 manuscripts per academic year.
All reviewers will be offered to attend a training workshop before participating.
2025 CERJ Volume 12 is LIVE!
We’re thrilled to share that the brand-new edition of the Cambridge Educational Research e-Journal (CERJ) Volume 12 has now been published.
This issue brings together innovative research from around the world on topics including equality and access in education, STEAM, pedagogical approaches, language and education, technology in learning, and teacher professional development.
We invite you to explore the issue and engage with the work of scholars, practitioners and early-career researchers. Visit our Current Issue page to discover the full range of articles.
Thank you to everyone involved, our authors, reviewers, the CERJ Editorial Board, and everyone for making Volume 12 possible.
Kind Regards,
Sarah Fitri,
Editor-in-chief
on behalf of CERJ Volume 12 Editorial Board
Credits: new CERJ Volume 12 cover art by Giovanna Lucci
Past Volumes Archive
You can read more of our past volumes in the CERJ archive.
Testimonials
What past authors have to say about submitting to CERJ:
“My first-ever publishing experience was with CERJ! The review and communication from the editorial team was thorough and helpful. I felt supported throughout the process and confident that my research mattered.” -- Esther Anwuzia (PhD in Education, University of Cambridge; Lecturer in Human Resources & Organisational Behaviour, Bournemouth University)
“Publishing articles in CERJ is a remarkable opportunity for early career researchers in the field of education. It increased my understanding of academic publishing and supported my development within the academic communities.” -- Junlong Li (PhD in Applied Linguistics, University of Oxford)
“I published my pioneering research with CERJ to raise awareness of home language maintenance among Hong Kong immigrant children in the UK. I believe that it will help drive further research and policy deliberation on this topic.” -- Hiu Ching Wong (Incoming Legal Officer at HMRC and MSc Psychology of Education, University of Bristol)
“It was my first time to publish an academic journal with two peer reviews! I appreciate this experience, especially CERJ's professional and encouraging responses.” -- Anju Kinoshita, (PhD in Japanese Literature & Culture, University of Wisconsin-Madison)
“Publishing with CERJ provided me with the chance to disseminate my research to a broader audience, all the while experiencing the rigorous double-blind peer-review process typical of academic journals.” -- Can Jin, (PhD in Education, University of Cambridge)
Keep in touch
You can contact the CERJ Editorial Board at cerj@educ.cam.ac.uk
Follow CERJ on Social Media
Instagram: @cerj_cambridge
Credits: CERJ cover by Giovanna Lucci.