THEME: Psychological dimensions of structural inequality and socioeconomic barriers in the implementation of online and blended curricula
Guest editor
Prof. MW Lumadi, University of South Africa, College of Education, School of Teacher Education
Email: Lumadmw@unisa.ac.za
Dr. NI Mabidi, University of South Africa, College of Human Sciences School of Arts
Email: Mabidni@unisa.ac.za
Background
The International Journal of Studies in Psychology (IJSPSY) is a peer-reviewed, double-blind journal published by the Global Association of Educational and Research in Psychology (GAERPSY). It is indexed in the DOAJ and listed on the accredited journals, as well as in the Department of Higher Education and Training (DHET) in South Africa, Sabinet, and African Journals Online (AJOL).
Overview
The International Journal of Studies in Psychology (IJSPSY) invites submissions for a special issue exploring the psychological dimensions of structural inequality and socioeconomic barriers in the implementation of online and blended curricula.
The rapid expansion of online and blended learning has transformed educational systems globally. While digital modalities offer flexibility and expanded access, they also risk reinforcing existing structural inequalities (DiMaggio & Hargittai, 2001). Socioeconomic disparities, cultural marginalization, limited technological access, and institutional constraints continue to shape learners’ psychological experiences in digital environments (Richardson, Abraham & Bond, 2012; Reardon, 2011 ).
This special issue examines how structural inequality and socioeconomic barriers influence cognitive, emotional, motivational, and behavioral outcomes in online and blended education contexts.
Rationale
This special issue aims to advance psychological scholarship that critically engages with inequality in digitally mediated education. By centering structural and socioeconomic dimensions, we seek contributions that deepen understanding and inform more equitable approaches to online and blended curriculum implementation.
Online and blended curriculum implementation does not occur in a social vacuum. Students’ psychological engagement, academic identity, self-efficacy, belongingness, stress levels, and persistence are often shaped by broader systemic conditions, including:
- Economic inequality
- Digital divide and technological access gaps
- Cultural and linguistic marginalization
- Institutional resource disparities
- Policy-level inequities
Understanding these psychological dimensions is critical for developing more equitable and inclusive digital learning systems. This issue aims to bring together scholars who investigate the intersection of structural inequality and psychological processes in digitally mediated education.
Scope of the special issue
The special issue will include contributions in various formats:
- Psychological impacts of the digital divide in online learning
- Socioeconomic status and academic self-efficacy in blended environments
- Structural inequality and student motivation in digital curricula
- Cultural barriers and identity formation in online education
- Stress, resilience, and coping among economically disadvantaged learners
- Psychological consequences of limited digital literacy
- Belongingness and social isolation in marginalized student populations
- Teacher psychological preparedness in inequitable digital contexts
- Intersectionality (race, gender, disability, class) in online curriculum experiences
- Institutional inequality and student psychological well-being
- Policy implications for equitable digital curriculum design
Submission Guidelines
Manuscripts should align with the aims and scope of IJSPSY and adhere to the journal’s formatting and submission requirements. All submissions will undergo rigorous peer review.
Authors are encouraged to clearly:
- Define the structural or socioeconomic factors examined
- Articulate the psychological constructs and theoretical frameworks used
- Discuss implications for practice, policy, and research
- Highlight contributions to advancing equity in digital education
Submission Criteria:
- Original research papers (6500-8000 words) are invited.
- Manuscripts will be accepted for publication in English.
- Empirical studies are preferred, but conceptual/theoretical papers will be considered.
- Quantitative, qualitative, and mixed methods studies are allowed.
- Manuscripts should address an important but overlooked aspect/topic.
- Manuscripts should present new theoretical or conceptual ideas, with innovative context-sensitive applications.
Tentative submission process and timeline:
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Actions |
Deadlines |
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Interested authors should submit an initial abstract (250-350 words) including: · Preliminary title of the manuscript · Full names, contact details, and affiliations of authors · The aim of the study · How the study aligns with the scope of the special section |
25 March 2026 |
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Contributing author(s) will then be notified about the selection of abstracts and invited to submit a full manuscript. |
05 April 2026 |
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The first draft of the full manuscript, with suggestions for two possible reviewers, is to be submitted. Please note that suggested reviewers may not review your paper. |
15 May 2026] |
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Feedback from the first round of reviewers (two independent expert reviewers) is sent to the authors. |
15 June 2026 |
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The revised manuscript is submitted. |
30 June 2026 |
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Feedback from IJSPSY associate editors and editor-in-chief. |
10 July 2026 |
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Submission of the final manuscript. |
30 July 2026 |
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Publication of a successfully reviewed manuscript. |
30 August 2026 |
All manuscripts must be submitted to SUBMIT ARTICLE or Prof. M. W. Lumadi at Lumadmw@unisa.ac.za and Dr. N. I. Mabidi at Mabidni@unisa.ac.za, and a copy to Editor-ijspsy@gaerpsy.com
Please visit the IJSPSY website for details on our editorial policy, Article Processing Charges (APC), and referencing style. https://www.ajol.info/index.php/ijspsy
References
DiMaggio, P., & Hargittai, E. (2001). ‘From the “digital divide” to “digital inequality”: Studying Internet use as penetration increases’, Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series, 15, 1–23.
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. J. & Murnane, R. J. (eds.) Whither opportunity? Rising inequality, schools, and children’s life chances (pp.91–116). New York: Russell Sage Foundation,
Richardson, M., Abraham, C. & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.