Call for papers: Diversity in Science toward Social Inclusion


Vol. 14, Issue 1 (Year 2024)

Issue Editor: Silvija Markic

The EU recommendation ‘Science Education for All’ expresses the need to focus on the students who are currently disadvantaged in science education because of, for example, poor linguistic skills, cultural and ethnic differences, lower socioeconomic status, or giftedness. For this purpose, the quality of teaching should be enhanced to improve the depth and quality of learning outcomes. In addition, educators working in formal, non-formal, and informal settings should collaborate to ensure that effective measures in the sector of science educations are taken in a joint approach. Doing so can increase the uptake of science studies and science-based careers to improve employability and competitiveness.


Working towards greater equality of chances means striving for the sustainability goals put forward by the United Nations, which also play a central role in European Union sustainability policy (European Commission, 2016). Doing so means focusing on sustainability goal 4.1: ‘ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes’ (UN General Assembly, 2015, p. 17). In particular, the European Commission’s expert group for science education has conceptualised responsible science education as ‘inclusive in terms of gender, social, economic and cultural diversity’ and therefore has adopted a broad definition of inclusive education.


However, in most cases, the research and practical approaches are to be seen as ‘exclusive’ since they cover only one dimension of diversity.


Thus, the issue will focus on:

  • How can a model for inclusive science education for formal and non-formal education be presented?
  • How can practical approaches the meaning of inclusive science education be realised?
  • Which are the best-practice methods, tools, and activities for teaching and learning following the idea of inclusive science education?
  • How can pre- and in-service science teachers be prepared for teaching their (future) classes in an inclusive way?


Article submission timeline:

30 September 2022: submission of paper title and abstract with up to five keywords [250 words max.]

30 June 2023: paper submission [between 5,000 and 7,000 words]

March 2024: publication of the focus issue of the CEPS journal


Please send the abstract to clearly stating the title of the focus issue.

Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be original and unpublished work not currently under review by another journal or publisher.


When preparing the manuscript, please follow our author’s guidelines, which are available here: