Archives

  • July - December
    Vol. 3 No. 2 (2025)

    This article is published in Volume 3, Issue 2 (2025): July - December of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.

  • January - June
    Vol. 3 No. 1 (2025)

    This article is published in Volume 3, Issue 1 (2025):  January - June of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.

  • July - December
    Vol. 2 No. 2 (2024)

    This article is published in Volume 2, Issue 2 (2024):  July - December of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.

  • January - June
    Vol. 2 No. 1 (2024)

    This article is published in Volume 2, Issue 1 (2024): January–June of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.

  • July - December
    Vol. 1 No. 2 (2023)

    This article is published in Volume 1, Issue 2 (2023): July - December of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.

  • January - June
    Vol. 1 No. 1 (2023)

    This article is published in Volume 1, Issue 1 (2023):  January - June of the Vifada Journal of Education (ISSN 3021-713X Online). The journal is dedicated to disseminating high-quality scholarly works that contribute to the advancement of educational theory, research, and practice. It serves as a platform for presenting empirical findings, conceptual analyses, and innovative approaches that address current challenges and developments in education. This issue features several peer-reviewed articles focusing on contemporary educational issues, thereby enriching academic discourse and supporting evidence-based educational practice.