The STRATI Journal of Inclusive Education and Pedagogy is an international, peer-reviewed, open-access journal dedicated to advancing research, policy, and practice in inclusive education, equity, and pedagogical innovation. It provides a global platform for scholars, educators, policymakers, and practitioners to share critical insights, empirical studies, theoretical perspectives, and innovative practices that promote inclusive, equitable, and high-quality education for all learners, regardless of background, ability, gender, ethnicity, language, or socioeconomic status.
The journal encourages interdisciplinary and transdisciplinary research that addresses inclusive curriculum design, differentiated instruction, universal design for learning (UDL), assistive technologies, culturally responsive pedagogy, and equity-oriented education reforms. It also welcomes participatory research involving learners, families, and communities to ensure education systems are responsive to diverse needs.
Manuscripts typically range from 6,000–8,000 words, with an abstract not exceeding 200 words. Submissions undergo a rigorous double-blind peer review process. A strict zero-plagiarism policy applies, and all manuscripts must be accompanied by a plagiarism report.
Its audience includes educators, academic researchers, teacher trainers, education policymakers, curriculum designers, NGOs, and international organizations working to promote education equity and inclusivity.