Call for Papers: Education in the COVID-19 Era


Special Issue – Vol. 11, Supplementary Issue (Year 2021)

Issue Editors: Ana Pešikan, Hannele Niemi and Iztok Devetak

COVID-19 has influenced education dramatically. There have been huge changes in education: in the organisation of schooling at all educational levels, in communication between teachers and students, and in the realisation of the teaching and learning process. The COVID-19 pandemic has transposed societies, schools, homes, educational infrastructures and services into a new reality.

The special issue of the CEPS Journal aims to make room for new experiences and insights, and for new answers to old and new educational questions. Defining the problem is half the solution, so raising the right questions is just as important as providing answers.

We kindly invite you to collaborate on the issue and share with colleagues your empirical research findings, or theoretical or review papers on the influence of COVID-19 on education. Comparative studies are particularly welcome, giving us an opportunity to view the big picture on the process in which we are all deeply immersed.

COVID-19 has brought serious issues on the education horizon and reopened the basic assumptions of the purpose and nature of education for consideration. To date, there are no final research answers on the impact of learning in an online environment (LOE). There were very high expectations that LOE would bring a revolution in education of the twenty-first century. Now we are asking how these promises were fulfilled during the pandemic. In most countries, we were pushed into full online education, despite the fact that the conditions for such education were not in place. Teachers’ reflections on their work, resources, students, parents and experiences are very different. We also know that in some countries, many students were left without teaching during COVID-19.

Overall, many aspects of the education process were viewed in a new light, and serious questions arose about the significance of schools, the roles of teachers, the importance of teacher-student communication, the wellbeing of teachers and students, and the role of parents in teaching and learning processes, as well as assessment in COVID-19 circumstances. There are indications that the pandemic has deepened inequalities in education, dramatically affecting vulnerable groups and those who need more support in their learning. It is also important to emphasise how competent teachers are to combat COVID-19-like situations in school environments in the future, what their knowledge, skills and attitudes are with regard to novel “diseases”. Moreover, there is a need to understand how scientifically literate students are in this field, so that they can significantly contribute to lowering the transmission of the virus in schools, at home and in other public areas. Last but not least, it is important how much support students get from home and other resources in developing adequate scientific literacy and competences addressing the crisis in their environment.

We welcome your research contributions on how COVID-19 has influenced people’s lives at any level or in any circumstances in education.


Article submission timeline:

20 November 2020: submission of paper title and abstract [250 words max.]

15 February 2021: paper submission [between 5,000 and 7,000 words]

July 2021: publication of the special issue of the CEPS journal  


Please send the abstract to clearly stating the title of the focus issue.

Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be no more than 20 pages in length, and should be original and unpublished work not currently under review by another journal or publisher.

When preparing the manuscript, please follow our guidelines, which are available here: