Aims and Scope

Aims

SALIK: Studies in Advancing Learning, Ideology and Knowledge is an international, peer-reviewed, open-access journal dedicated to advancing interdisciplinary scholarship on learning, ideology, and knowledge formation across educational, religious, cultural, and sociopolitical contexts. The journal provides a scholarly platform for researchers to critically examine how knowledge is produced, transmitted, interpreted, and transformed within changing societies.

SALIK aims to promote theoretically informed, methodologically rigorous, and empirically grounded research that contributes to contemporary debates on education, knowledge systems, ideology, religion, society, and cultural transformation. The journal particularly encourages studies that connect educational processes with broader social, cultural, religious, technological, and ideological developments at local, national, regional, and global levels.

SALIK welcomes original research that offers significant theoretical, methodological, or empirical contributions and demonstrates relevance beyond a single institutional or local context. Interdisciplinary and comparative studies are particularly encouraged when they provide clear conceptual contributions to the understanding of learning, ideology, and knowledge in contemporary society.

Scope

SALIK welcomes scholarly contributions in, but not limited to, the following areas:

  1. Learning, Teaching, and Pedagogy
    • Learning theories and educational practices
    • Innovative pedagogical approaches
    • Curriculum and instructional development
    • Teacher education and professional development
    • Assessment and evaluation
    • Lifelong, informal, and non-formal learning
  2. Educational Transformation and Innovation
    • Digital transformation in education
    • Educational technology and digital learning
    • Online and blended learning
    • Artificial intelligence and emerging technologies in education
    • Digital literacy and knowledge production
    • Educational innovation and future learning
  3. Religion, Education, and Religious Knowledge
    • Religious education and religious pedagogy
    • Islamic education and other traditions of religious education
    • Religious knowledge transmission
    • Religious literacy and spiritual formation
    • Religion and educational transformation
    • Religious institutions and learning communities
  4. Ideology, Discourse, and Knowledge
    • Ideology and knowledge production
    • Educational discourse and ideological formation
    • Knowledge, power, and social structures
    • Critical pedagogy and ideological critique
    • Intellectual traditions and knowledge systems
    • Epistemology and the politics of knowledge
  5. Society, Culture, and Education
    • Sociology of education
    • Education and social change
    • Culture, identity, and learning
    • Education and social inequality
    • Community-based and culturally responsive education
    • Education, globalization, and social transformation
  6. Religion, Society, and Contemporary Issues
    • Religion and social change
    • Religious authority and knowledge transmission
    • Religion and digital society
    • Religious communities and social transformation
    • Interreligious and intercultural studies
    • Religion, ethics, peace, and social cohesion
  7. Knowledge, Technology, and Digital Society
    • Digital religion and religious communities
    • Social media and knowledge dissemination
    • Digital humanities and religious studies
    • Technology-mediated knowledge systems
    • Artificial intelligence, ethics, and knowledge
    • Digital culture and social transformation
  8. Comparative, Interdisciplinary, and Global Studies
    • Comparative education and religious studies
    • Cross-cultural and cross-national studies
    • Interdisciplinary approaches to learning and knowledge
    • Globalization and knowledge circulation
    • Transnational education and religious networks
    • Local knowledge in global contexts

SALIK welcomes qualitative, quantitative, mixed-methods, comparative, systematic review, bibliometric, and theoretically driven research that demonstrates methodological rigor and makes a clear contribution to scholarly debates. Studies employing approaches from education, sociology, anthropology, religious studies, philosophy, communication, cultural studies, political science, and related disciplines are encouraged when they maintain a clear connection to the journal's central concerns with learning, ideology, and knowledge.

The journal prioritizes manuscripts that address emerging issues, demonstrate clear research gaps, employ transparent and rigorous methodologies, and provide theoretical or practical implications with relevance beyond a narrowly defined local context.