Submission Requirements

SADI Journal is an international open access peer review journal publishing platform that is focused on promoting open access Journals and supporting the academic community by making academic research more accessible and promoting collaboration among researchers from different parts of the world. By providing publishing and academic services, SADI Journal helps to support the career development of researchers and academics, which ultimately leads to the advancement of knowledge, the development of new ideas and innovations. 

We appreciate your interest in submitting your work for consideration, and we look forward to reviewing your manuscript. To ensure a smooth and efficient review process, we have created Authors' guidelines and Publication Policy to help you prepare and submit your manuscript in the most professional and effective manner possible. Please read through these guidelines carefully before submitting your work, and don't hesitate to contact us if you have any questions or concerns. All submission must be done online. See guide on how to create your account with our Journal and make submission. We wish you the best of luck in your writing journey and thank you for considering us as a potential publisher.

Articles in Press

Original Peer Review Articles

  • DRAMA IN EDUCATION: EVALUATING ITS ROLE IN CONVEYING CULTURAL THEMES
    Ingrid Sofia Nyström

    This paper presents findings from the evaluation of a drama pedagogical project centered on the play "The Hat is Yours," performed by a professional theatre group and shown to junior high school students in the autumn term of 2002. The study gathered data from 16 students, 6 teachers, 5

    1-14
    DOI: https://doi.org/10.5281/zenodo.12799912
  • ACHIEVING QUALITY IN PRIMARY EDUCATION: MONITORING AND DEVELOPMENT THROUGH UEI-PDP
    Muhammad Asif Rehman, Sana Ahmed Sheikh

    This paper examines the positive impact of ongoing professional development for teachers and administrators on the learning environment in primary schools. Recognizing the importance of quality in education, the United Educational Initiative (UEI) launched the Professional Development Program

    15-27
    DOI: https://doi.org/10.5281/zenodo.12799916
  • DEVELOPING DEEP LEARNING IN PRESERVICE EDUCATION: INSIGHTS FROM ACTION RESEARCH
    Emily Louise Taylor, Sarah Elizabeth Williams, James Michael Anderson

    This paper focuses on a segment of a comprehensive study investigating the impact and dimensions of various teaching and learning approaches in tertiary education. The study aimed to shift undergraduate students in a Bachelor of Education (Early Childhood) program at a regional university in

    28-44
    DOI: https://doi.org/10.5281/zenodo.12799914
  • UNBALANCED EQUATIONS: GENDER NUMBERS IN TEACHING
    Ashwannie Harripersaud

    Generally held social beliefs and perceptions have always exerted tremendous pressure on individuals and groups to conform to those held by society. The perception that certain roles should be assigned to a certain gender continues to be a major issue among these social expectations. This

    45-93
    DOI: https://doi.org/10.5281/zenodo.13304464
  • HIGHER EDUCATION IN NIGERIA: A CASE STUDY OF IMPROVIZATIONAL APPROACHES TO BLENDED LEARNING AT THE FEDERAL UNIVERSITY OF EDUCATION, KANO
    Ahmad Umar Salisu, Yaro Ibrahim Getso, Umar Abubakar Idris

    Blended learning is an emerging concept that employs active processes in both real and virtual environments and passive mechanisms to enhance teaching and learning experiences. However, its adoption in Nigerian public institutions is hampered, in part, by a shortage of ICT facilities and

    94-104
    DOI: https://doi.org/10.5281/zenodo.13331291
  • IMPACT OF ICT FACILITIES ON THE EFFECTIVE IMPLEMENTATION OF ECONOMICS CURRICULUM IN TERTIARY INSTITUTIONS IN ENUGU STATE
    Udaya Justina Kanayochukwu , Dr. Ishiiwu Innocent Ugwuoke

    This study assesses the availability and utilization of Information and Communication Technology (ICT) facilities in the implementation of the Economics curriculum in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was employed, involving 127 respondents—39

    105-119
    DOI: https://doi.org/10.5281/zenodo.13820361