About the Journal

Indonesian Journal of Socio-Cultural Learning (IJSL)
E-ISSN: XXXX-XXXX

Indonesian Journal of Socio-Cultural Learning (IJSL) is a peer-reviewed, open-access academic journal published by CV Aksara Sarana Utama, Indonesia. The journal provides a scholarly platform for researchers, academics, educators, and practitioners to disseminate original research, theoretical perspectives, and critical scholarship concerning the relationships among learning, culture, society, and education.

IJSL views learning as a socio-cultural process shaped by interactions among individuals, communities, institutions, cultural practices, social environments, and systems of knowledge. From this perspective, learning is not limited to formal classroom activities, but also encompasses the ways in which knowledge, values, identities, traditions, meanings, and social practices are constructed, transmitted, negotiated, reproduced, and transformed across diverse social and cultural contexts.

The journal welcomes interdisciplinary and theoretically informed studies that examine the complex connections between education, culture, society, and human development. Particular attention is given to research on learning and educational practices, local and indigenous knowledge, cultural heritage, community-based learning, social and cultural practices, arts and cultural education, multiculturalism, identity formation, social inclusion, culturally responsive education, and contemporary transformations in educational environments.

Within this orientation, IJSL encourages scholarship that investigates learning processes and pedagogical practices in formal, non-formal, and informal settings. The journal also provides space for studies exploring how cultural knowledge and social values are transmitted across generations, how communities construct and maintain systems of knowledge, and how educational practices interact with local traditions, identities, and broader social structures. Studies focusing on families, communities, cultural institutions, social organizations, and other learning environments are particularly relevant when they contribute to a deeper understanding of learning as a socially and culturally situated process.

IJSL is also interested in scholarship examining contemporary transformations affecting education and learning. These include social change, technological development, digital culture, globalization, migration, demographic change, shifting identities, and changing forms of social interaction. Research that critically examines how individuals, communities, and educational institutions respond to such transformations is encouraged, particularly when it offers new conceptual, methodological, or empirical insights into the socio-cultural dimensions of learning.

The journal publishes original research articles, theoretical and conceptual papers, systematic literature reviews, and other scholarly contributions that advance knowledge in the field. Submissions are expected to demonstrate methodological rigor, theoretical relevance, contextual sensitivity, originality, and a clear contribution to ongoing academic discussions concerning education, culture, learning, and society.

Although published in Indonesia, Indonesian Journal of Socio-Cultural Learning has an international scholarly orientation and welcomes contributions from researchers and institutions worldwide. Comparative, cross-cultural, transnational, and interdisciplinary studies are particularly encouraged because they can broaden understanding of how different socio-cultural contexts influence learning processes, educational practices, knowledge production, cultural continuity, identity formation, and social transformation.

Through rigorous peer review, ethical scholarly practices, open-access dissemination, and a sustained commitment to academic quality, Indonesian Journal of Socio-Cultural Learning (IJSL) seeks to contribute to the development of scholarship at the intersection of education, culture, society, and learning. The journal ultimately aims to strengthen academic dialogue on how learning operates within diverse socio-cultural environments and how educational processes both shape and are shaped by social and cultural change.