Call for Papers for EHASS October 2025  Special Issue

JOURNAL: E-Journal of Humanities, Arts and Social Sciences (EHASS)
ISSN: Online 2720-7722 | Print 2821-8949
JOURNAL INDEXING AND ARCHIVING: Directory of Open Access Journals (DOAJ), DHET 2025/ 2026 (DOAJ Sheet Cell – 5014), Google Scholar , CrossRef, Portico

THEME: Curriculum Hot Takes in the Era of the Fourth Industrial Revolution
GUEST EDITOR: Kehdinga George Fomunyam
Durban University of Technology, South Africa. Email: georgek@dut.ac.za

INTRODUCTION

There are currently multiple hot takes on the curriculum, about what the field should focus on, how curriculum scholars should theorise, and what should constitute the business of curriculum theory. For instance, Young (2013) argues that curriculum studies are in a state of crisis and alternative approaches are needed to bring it out. Paraskeva (2024) in responding to the issues facing the field argues for the itinerant curriculum as the pathway of the future in curriculum studies. Fomunyam (2021) on the other hand articulates alternative theorising approaches; contextual theorising, responsive theorising and theoretical theorising in a bid to articulate new and applicable solutions to the challenges in the field. Fomunyam (2019) adds that all these issues are compounded by the business of decolonisation happening in an ever-changing world. The decolonial university which appears to be the way forward particularly in Africa is further burdened by the changes it must adjust to in the wake of the fourth industrial revolution. These issues amongst others constitute critical issues in curriculum studies which must be explored in the bid to address the crisis in the field. This special issue will seek to address the following issues amongst others.

This special issue will explore the following issues with particular attention to curriculum theorising and curriculum theory as relating to the Fourth Industrial Revolution;

1. Artificial Intelligence and Machine Learning

  • AI Education: Incorporating AI concepts and applications into the curriculum.
  • Ethics of AI: Discussing the ethical implications and societal impacts of AI technologies.

2. Personalized and Adaptive Learning

  • Learning Analytics: Using data to tailor educational experiences to individual student needs.
  • Adaptive Technologies: Implementing AI-driven tools that adapt to students’ learning styles and paces.

3. Future Skills and Competencies

  • 21st Century Skills: Focusing on critical thinking, creativity, collaboration, and communication.
  • Lifelong Learning: Encouraging a mindset of continuous learning and adaptability.
  • Coding and Programming: Integrating coding and computational thinking into curricula from an early age.
  • Data Literacy: Teaching students how to interpret, analyse, and use data effectively.

4. Innovation and Entrepreneurship

  • Design Thinking: Teaching design thinking and innovation methodologies.
  • Entrepreneurial Skills: Encouraging entrepreneurial thinking and skills development.

5. Virtual and Augmented Reality in Education

  • Immersive Learning: Using VR and AR to create immersive educational experiences.
  • Simulations: Implementing simulations for practical, hands-on learning in various fields.
  • Tech Ethics: Discussing the ethical considerations of emerging technologies.
  • Social Impact: Exploring how technology affects society, including issues of equity and access.

6. Teacher Training and Professional Development

  • Tech Integration: Training teachers to effectively integrate new technologies into their teaching.
  • Continuous Learning: Promoting ongoing professional development to keep up with technological advancements.

7. Curriculum Design and Policy

  • Agile Curriculum Development: Creating flexible curricula that can quickly adapt to technological changes.
  • Policy Frameworks: Developing policies that support the integration of 4IR technologies in education.
  • Culturally Responsive Pedagogy: Designing curricula that reflect and respect the diverse cultural backgrounds of students.

8. Decolonizing the Curriculum

  • Combating epistemicide, and theoricide.
  • Decolonial university
  • Decolonising perspectives
  • Global Perspectives: Moving beyond Eurocentric views to include global histories, cultures, and contributions.

9. Technology Integration

  • Digital Literacy: Teaching students how to navigate and critically engage with digital technologies.
  • AI and Machine Learning: Exploring how artificial intelligence can be integrated into curriculum design and delivery.
  • Online and Blended Learning: Developing effective strategies for hybrid learning environments.

10. Critical Pedagogy

  • Empowerment and Social Justice: Using education as a tool for social change and empowerment.
  • Critical Thinking and Media Literacy: Teaching students to critically analyze information and media.

11. Assessment and Evaluation

  • Alternative Assessment Methods: addressing the issues created by technologies like ChatGPT, Deep seek, Copilot and Germini amongst others.

References

  • Fomunyam, K. G. (2019). Decolonising higher education in the changing world. In K. G. Fomunyam (ed), Decolonising Higher Education in the Era of Globalisation and Internationalisation. Cape Town: Sun Media.
  • Fomunyam, K. G. (2021). Theorising alternative pathways for curriculum theorising in Africa. Universal Journal of Educational Research, 9(4), 720-726.
  • Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum studies, 45(2), 101-118.
  • Paraskeva, J. M. (2024). Itinerant Curriculum Theory: Fulfilling the Ethos of the Carnation Revolution. Child Studies, (5), 121-144.

TIMEFRAMES
Call for Papers Announcement: 24th February, 2025
Submission Deadline for Abstracts (not more than 250 words): 21st March, 2025
Notification of Acceptance of Abstracts: 28th March, 2025
Full Paper Submission (4000 – 8000 words): 30th May, 2025
Notification After the First Round of Reviews: 13th June, 2025
Submission of Revised Versions: 27th June, 2025
Final Review of Articles: 30th July, 2025
Submission of Final Revised Articles for Publication: 15th August, 2025
Final Publication of Accepted Articles: 2nd October 2025.

ABSTRACT SUBMISSION
Visit this link to submit an abstract: https://forms.gle/FaMeVNBQBxhnPPGW6

AUTHORS’ RESPONSIBILITY

  1. Only a similarity/plagiarism index of 10% or less will be considered for review.
  2. Full papers should adhere to submission and formatting guidelines on the submission template – https://noyam.org/wp-content/uploads/2025/01/NOYAM-Journal-Article-Submission-Template-2025.docx  The preferred Journal style of referencing is the Chicago Style of Referencing 2017 ed. However, authors are not restricted to the use of this style of referencing as the referencing style for all papers will be changed to the Chicago style of referencing at the publication stage.
  3. Article Processing Charges (APC) – 250 USD. The APC which includes the cost for language editing is payable by the corresponding author/affiliation(s) as the case may be upon acceptance.
  4. Articles for which payments have been received will be published from 2nd October onwards. Authors will be expected to settle all payments by 15th November 2025. The Special Issue will officially close on 19th December, 2025.

PROFILE OF GUEST EDITOR
Dr. Kehdinga George Fomunyam is a multiple award winning scholar who started his higher education career at the University of Adam Barka in Chad and later joined the University of KwaZulu-Natal, in 2012 as a Lecturer in the School of Education, where he taught both undergraduate and postgraduate courses. In 2016 he moved to the Higher Education Training and Development Unit within the same university where he focused on training Masters and PhD Students on research excellence. He later joined the Durban University of Technology as a Senior Research Fellow and Project Leader. He has published several scientific papers on STEM education, Curriculum Studies, Teaching and Learning  and Decolonisation amongst others. He has supervised more than 22 postgraduate students to completion and has published more than 50 peer reviewed accredited research articles. He has also edited five published books.

Guest Editor research profile

Google Scholar – https://scholar.google.com/citations?user=eFogEfMAAAAJ&hl=en&oi=ao

ORCID ID – https://orcid.org/0000-0003-2510-3498

Forward all enquiries to: publications@noyam.org, GeorgeK@dut.ac.za