Archives
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Educational Access, Well Being, Resources, and Participation in African Contexts
Vol. 7 No. 1 (2026)Education does not take place in isolation from the institutional, social, cultural, and material conditions that shape learners’ experiences. Questions of who is able to participate meaningfully, whether educational environments are safe and supportive, whether schools possess the resources required to function effectively, and how individuals and communities engage with educational and developmental processes remain central to the pursuit of equitable and quality education. Volume 7, Issue 1 (2026) of the International Journal of Psychology and Education (IJOPE) brings together five empirical studies that engage these concerns across basic, tertiary, and community settings in Ghana and Nigeria.
Although the studies address different populations and problems, they share an important underlying message: educational outcomes and human development are shaped not only by individuals, but also by the quality of the systems, services, resources, relationships, and institutional practices surrounding them. From communication access for deaf university students and the prevention of gangsterism among undergraduates to school financing, youth participation in community development, and pupils’ interpretations of bullying, the articles collectively invite readers to look beyond surface-level explanations and examine the contextual conditions that enable or constrain meaningful participation.
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Inclusive Leadership, Gender Equity, and Moral Development in Ghanaian Education
Vol. 6 No. 4 (2025)In recent years, Ghana’s education system has experienced increasing calls for leadership approaches and institutional practices that promote inclusion, equity, ethical responsibility, and community engagement across all levels of education. These calls reflect broader national and global concerns about educational quality, gender equity, moral formation, and participatory governance. This issue of the International Journal of Psychology and Education (Volume 6, Issue 4) responds to these imperatives by assembling five empirically grounded studies that illuminate leadership experiences, stakeholder participation, and value-based educational practices within Ghanaian contexts.
Collectively, the articles in this issue converge around a shared concern for inclusive leadership, ethical responsibility, gender equity, and moral development as foundational pillars for educational improvement. Together, they offer evidence-based insights for policymakers, educational leaders, practitioners, and researchers committed to strengthening Ghana’s education system through contextually responsive and value-driven approaches.
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INTERNATIONAL JOURNAL OF PSYCHOLOGY AND EDUCATION (IJOPE)
Vol. 6 No. 3 (2025) -
INTERNATIONAL JOURNAL OF PSYCHOLOGY AND EDUCATION
Vol. 6 No. 2 (2025) -
INTERNATIONAL JOURNAL OF PSYCHOLOGY AND EDUCATION (IJOPE)
Vol. 6 No. 1 (2025) -
INTERNATIONAL JOURNAL OF PSYCHOLOGY AND EDUCATION (IJOPE)
Vol. 5 No. 1 (2024)The International Journal of Psychology and Education (IJOPE) emphasises the publication of original investigations that contribute new knowledge and understanding to fields of Psychology and Education (other than clinical and applied experimental or human factors, which are more appropriate for other journals).
The IJOPE primarily considers empirical and theoretical investigations that enhance understanding of cognitive, motivational, affective, and behavioural psychological phenomena in work and other organisational settings, broadly defined.
Those psychological and educational phenomena can be
• at one or multiple levels -individuals, groups, organizations, or cultures;
• in work settings such as business, education, training, health, service, government, or military institutions; and
• in the public or private sector, for-profit or nonprofit organizations.
The IJOPE publishes several types of articles, including:
• Theoretically driven and rigorously conducted empirical investigations that extend conceptual understanding (original investigations or meta- analyses);
• Theory development articles as well as integrative conceptual reviews that synthesize literature and create new theory of psychological and educational phenomena that will stimulate novel research;
• Rigorously conducted qualitative research on phenomena that are difficult to capture with quantitative methods, or on phenomena that warrant inductive theory building.
• Rigorously conducted quantitative research on phenomena that are difficult to capture with qualitative methods, or on phenomena that warrant deductive theory building.
The journal accepts work that is conducted in the field or in the laboratory, where the data (quantitative or qualitative) are analysed with elegant or simple statistics, so long as the data or theoretical synthesis advances understanding of psychological and educational phenomena and human behaviour that have practical implications.
