(Extended Call): The future of Instructional Design, Volume 6, No. 4, December, 2019


For more than 50 years, instructional designers have worked to develop materials and strategies to teach people, using principles derived from theory and research. In recent years the integration of Information and Communication Technologies in education has made it necessary to change instructional design according to the new requirements for the field (Baltodano & Gómez Zermeño, 2017). Nevertheless, instructional designers have a major challenge, because they must develop courses that allow students to interact with materials, to understand the course design, and to take advantage of this design to finish the course successfully (Costley & Lange, 2017). However, such objectives have not been easy to achieve. For that reason, an issue that analyzes aspects that improve the achievement of educational goals and gives orientation for a correct application of instructional design models is crucial to know how to improve this field (Alemán, et al., 2015).

This issue of Global Education Review will explore new ways to increase students’ motivation and engagement, new models that emerge from teachers’ experience according to the needs that they face in their professional role, and some useful abilities that instructional designers need to improve their skills. This issue will give special attention to research related to instructional design and technology, and elements that are pushing the new trends.

Read more about (Extended Call): The future of Instructional Design, Volume 6, No. 4, December, 2019

Current Issue

Vol 5 No 4 (2018): The Importance of Educating Refugees

In this themed journal issue, researchers from Europe, America, Asia and Africa with long experience in refugee education present various aspects of formal education at all levels (nursery, primary, secondary and tertiary education) as well as non-formal and informal education.

Published: 2018-12-17


Theme Articles


View All Issues

Global Education Review is a forum for reporting approaches to and implications of educational practice, as well as the influence of social, economic, and political forces on educational practice in different countries or global regions. GER is published in thematic issues that reflect on policy and practice in educational settings in the United States and abroad.   Selected themes focus on issues that are relevant to the field of education, with implications for policy nationally and/or globally. As a generalist journal, GER strives to provide open access, clearly written articles that are free of technical jargon to policy makers and educators at all levels, including those directly involved with student learning on a daily basis.