About the Malta Review of Educational Research (MRER)

The Malta Review of Educational Research (MRER) is a fully refereed, international, electronic journal dedicated to advancing scholarly dialogue in the field of education. As an open-access publication, MRER provides both established and emerging scholars, practitioners, and policymakers with a critical space for empirical and theoretical exploration of key issues in education.

Beyond publishing research, MRER aims to make a meaningful contribution to educational theory, policy, and practice. The journal fosters discussions that shape the evolution of leadership, curriculum development, support services, pedagogy, and broader educational frameworks. By bridging academic inquiry with real-world application, MRER serves as a vital resource for those engaged in educational transformation and innovation.

Publication Format and Frequency

MRER is published twice a year in one of the following formats:

  • General Issues – Featuring a diverse range of research articles that span multiple educational domains, offering insights into contemporary educational challenges and developments.
  • Special Issues – Focusing on a specific, thematic aspect of education, these issues delve deeply into pressing topics that require concentrated scholarly attention.
  • Supplement Issues – Published intermittently when the volume of high-quality submissions necessitates additional publications within a given year.

Through these varied formats, MRER ensures that timely, relevant, and high-impact research reaches a broad audience while maintaining rigorous editorial and peer-review standards.

Who Should Engage with MRER?

MRER is designed to serve a wide spectrum of educational professionals, including researchers, educators, policymakers, and practitioners working across diverse educational settings. The journal covers issues relevant to various sectors, such as:

  • Early Childhood and Preschool Education

  • Compulsory Schooling

  • Adult and Continuing Education

  • Vocational Training and Workforce Development

  • Post-Secondary and Tertiary Education

  • Popular and Community-Based Education

  • Education for Leisure and Informal Learning

  • Museum and Heritage Education

  • Media and Digital Literacy

  • Distance and Open Learning

  • Educational Administration, Leadership, and Management

  • History and Philosophy of Education

  • Interdisciplinary Education Studies

  • ICT/AI Integration and Educational Technology

By fostering inclusivity across various educational contexts and disciplines, MRER provides a platform for rich interdisciplinary exchanges and collaborations.

Our Open-Access Philosophy

At the core of MRER’s mission is a commitment to knowledge equity and accessibility. The editorial board firmly believes that educational research should be freely available to all, breaking down financial and institutional barriers that often limit access to scholarly publications.

By upholding an open-access model, MRER ensures that:

  • Readers worldwide can access, download, and share research without restrictions.
  • Authors retain full ownership of their work, allowing them to distribute and reuse their research freely.
  • Educational institutions, policymakers, and practitioners benefit from unrestricted access to cutting-edge research that informs practice and decision-making.

Through this commitment, MRER actively contributes to a more inclusive, globally connected academic community—one that prioritises collaboration, innovation, and the democratisation of knowledge.

Join the Conversation

We invite scholars, educators, and practitioners to engage with MRER by reading, contributing, and sharing research that drives the future of education. Whether you are conducting groundbreaking studies, shaping policy, or refining pedagogical practices, MRER serves as a trusted, open platform for dialogue, discovery, and dissemination.