Announcements

This section serves as a direct communication channel between the journal and its readers and authors. Updates of interest for our users, calls for papers and special announcements will be published here

  • Volume 20, Number 39 (April, 2027) Innovating to transform: challenges of social justice in music education

    2025-10-27

    Call for Papers: Volume 20, Number 39 (April, 2027)

    Innovating to transform: challenges of social justice in music education

    Music education today faces one of its greatest challenges: contributing to the construction of more just, inclusive and equitable societies. From a critical and transformative perspective, this monograph invites reflection on the role of music and music education as tools for innovation and social justice in the 21st century.

    The aim of this call for papers is to bring together research, experiences and proposals that analyse how music education can become a driver of social change, addressing both the structural challenges and the pedagogical, community and cultural opportunities that emerge in a diverse and constantly changing world.

    The aim is to create a space for dialogue between researchers, teachers and professionals who, from different disciplines and contexts, contribute their views on how to innovate in order to transform, placing social justice at the centre of music education.

    This new issue of the Journal of Learning Styles, to be published in April 2027, will promote the dissemination of pedagogical proposals that address the design, implementation and evaluation of educational resources and teaching experiences based on music and the arts, in all their cross-cutting and interdisciplinary dimensions.

    Therefore, this call for papers seeks to publish research articles, studies, experiences and educational practices that highlight the following guiding themes:

    • Educational innovation and social justice in music teaching.
    • Critical music education: approaches to equity and inclusion.
    • Music and citizen participation: community and transformative experiences.
    • Gender, diversity and social justice in music education.
    • Digital technologies and resources as tools for musical equity.
    • Music education and human rights: foundations and practices.
    • Music as a tool for resistance, resilience and social empowerment.
    • Teacher training from a social justice perspective.
    • Global challenges for music education in vulnerable contexts.
    • New horizons for research in music, innovation and social transformation.

    Information for authors

    Submission of full articles: from 1 October 2026
    Publication guidelines: manuscripts must comply with the editorial guidelines and publication standards of the Estilos de Aprendizaje journal.

    Participation

    Research articles, case studies, pedagogical experiences, theoretical reviews and innovative projects that analyse the intersections between music, innovation and social justice in education will be accepted.

    Deadline: 1 November 2026

     

    Guest coordinators:

    Cristina Arriaga, University of the Basque Country, Spain.

    Cristina.arriaga@ehu.eus

    Natalia Puerta, University of Valle, Cali, Colombia.

    natalia.puerta@correounivalle.edu.co

    Read more about Volume 20, Number 39 (April, 2027) Innovating to transform: challenges of social justice in music education

  • olume 18, Number 36 (October, 2025)_Universal Design for Learning as a Measure to Address Diversity

    2024-09-14

    Universal Design for Learning as a Diversity Measure

    Volume 18- Number 36 (October, 2025) - Universal Design for Learning as a measure of attention to diversity

    The Universal Design for Learning (UDL) as an educational framework allows individualizing the learning process in such a way that it becomes the backbone of the educational response to the demands required by the attention to diversity. Therefore, both curricular design and educational praxis require its evaluation in order to develop effective and inclusive formulas. In this sense, it is necessary to take into account the legislative framework that urges its establishment in the educational context. This call aims to promote evidence to confirm the impact of SAD on the learning process of students through the achievement of evidence-based practices.

    This new issue of the Journal of Learning Styles, to be published in October 2025, will promote the dissemination of pedagogical proposals that address the design, implementation and evaluation of educational resources applying strategies linked to the principles of Universal Design for Learning.

    Therefore, this call aims to publish research articles, studies, experiences and educational practices that highlight the following topics:

    - Educational Inclusion through Universal Design for Learning

    - Perceptions of educational agents: educational transformation through the visibilization of learning by applying Universal Design for Learning.
    - Proposals of different ways of integration and/or representation, praxis to reduce barriers, avoid discrimination and ensure inclusive learning processes.
    - Universal Design for Learning in physical education: Good practices and challenges in its implementation.
    - Learning situations in Spanish language: good practices and challenges in the application of Universal Design for Learning principles.
    Universal Design for Learning in mathematics: good practices and challenges in its implementation
    - Learning situations through accessible technological resources: good educational practices in applying Universal Design for Learning
    - Accessible and inclusive digital materials: Challenges and challenges in the application of Universal Design for Learning
    - Case studies using inclusive pedagogies in didactic specialties in some of the following educational stages: primary, secondary and university.

    - Inquiries from educational practice, in formal and non-formal education contexts. Universal measures of educational attention.

    Submission of proposals: Manuscripts may be submitted in the three official languages: English, Spanish and Portuguese. This issue is part of one of the priority lines of the DUAMAT project (Universal Design for Learning as a Diversity Attention Measure).

    Deadline: 15 April 2025

    Promoting entity

    X Convocatoria de Investigación, Vicerrectorado de Investigación, Ciencia y Doctorado, Universidad Camilo José Cela, UCJC (Spain).
    PAMA Research Group, Accessible Pedagogies as a Measure of Attention to Diversity, Universidad Camilo José Cela, UCJC (Spain).


    Project

    Research Project “Universal Design for Learning: Adaptation of materials, assessment and digital tools” (12_23_DUAMAT/2023-2025)

    Publication and submission guidelines for manuscript/article preparation can be found at: http://revistaestilosdeaprendizaje.com/index.

    The issue will be published in October 2025 is coordinated by:

    Guest Editors / Coordinators:

    Joanne Mampaso Desbrow, principal investigator of the PAMAT group (accessible pedagogies as a measure of attention to diversity). Research group of the Faculty of Education. Camilo José Cela University.

    Diego Galán Casado, research group in Socio-educational Intervention (Contextos-ISE). Department of Theory of Education and Social Pedagogy. National University of Distance Education (UNED).

    Sergio Sánchez Fuentes, research group on Inclusive Education and Diversity. Faculty of Teacher Training and Education. Autonomous University of Madrid.

    Read more about olume 18, Number 36 (October, 2025)_Universal Design for Learning as a Measure to Address Diversity