Zaproszenie do publikowania

Szanowni Państwo,

zapraszamy do składania artykułów do 17-tego tomu czasopisma „Podstawy Edukacji”. Przygotowywany pod redakcją Cosminy Simony Lungoci tom w całości będzie anglojęzyczny, a jego idea organizująca brzmi „Education for diversity, equity, and inclusion”.

Artykuły prosimy przesyłać do 15 września 2024 roku za pomocą platformy OJS

Serdecznie zapraszamy!


The Idea Behind The 17th Volume Of Fundamentals Of Education.

Education for diversity, equity, and inclusion


Diversity, equity, and inclusion (DEI) are fundamentally important concepts for education. According to the UNESCO Salamanca Statement (1994), whichi begins with a commitment to Education for All, it is imperative to recognize the necessity and urgency of providing education for all children, young people and adults ‘within the regular education system’. The Framework For Action says ‘inclusion and participation are essential to human dignity and to the enjoyment and exercise of human rights.’ In the field of education this is reflected in bringing about a ‘genuine equalization of opportunity.’ 21 years later, the Incheon Declaration and Framework for Action. Education 2030 (UNESCO, 2015) emphasizes inclusion and equity as foundations for quality education and promotes the need to address all forms of exclusion and marginalization, disparities and inequalities in access, participation, and learning processes and outcomes. In this regard, education professionals should give due importance to the promotion of effective strategies, approaches, and programs in order to support the implementation of DEI education. (Corsino, L., Fuller, AT. 2021, Ainscow, M. 2016) However, many questions still remain unanswered about the best ways of psycho-pedagogical and other interventions, to reinforce the DEI education.

Recent research (Marchall, A. 2022) emphasizes the role of mentoring in promoting diversity, equity, and inclusion in education and research because this practice brings together mentors and mentees who work in collaboration to achieve this goal through creativity, authenticity, and networking. The success of mentoring derives from active and respectful listening and the willingness to learn and accept opportunities for personal growth. Also, there is increasing awareness that diversity of thoughts, perspectives, and backgrounds yields stronger teams and more effective results. (Jones, B. et al. 2023)

However, efforts to promote DEI education systems should be based on an analysis of particular contexts. In this regard, Ainscow M. (2020) provides a research-based framework that can be used to carry out such contextual analyses and concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.

The concepts of diversity, equity, and inclusion are fundamental and more recently heavily discussed within research, and the larger society, so educating for DEI in research and academic institutions should be a priority. (Corsino, L., Fuller, AT. 2021, Ainscow, M. 2020) Further on, as we continue to explore, test, and implement these approaches, strategies, and programs, other questions remain regarding the best assessments to determine their impact: How and If progress has been made in Diversity, Equity, Inclusion within the field of education? What response education provides to all the changes in contemporary society while trying to ensure equal opportunities for all?

The Fundamentals of Education is an annual, reviewed, scientific journal organized around a current topic. It has been published by Jan Długosz University in Czestochowa since 2008. It provides a high standard platform to researchers and experts to share and discuss their ideas on   a given theme of the year, which this time is, as written above, education for diversity, equity, and inclusion mostly from the academic, scholarly perspective, but also from an integrated, multidisciplinary perspective. Any pedagogical, psychological, sociological, medical and philosophical studies dealing with the above pedagogical issue in the broad sense are welcome. This 17th issue of the journal is to contain theoretical studies and research articles of about 20-30 thousand characters in English that are connected to the above detailed topic. Review articles on this subject of about 15-20 thousand characters are also accepted for the journal. 

The articles must be submitted using OJS platform:

The deadline for the papers submitted by authors with affiliation of various foreign universities or colleges is 15th September 2024.

Cosmina Simona LUNGOCI PhD

Department of Educational Sciences

Faculty of Sociology and Psychology

West University of Timișoara




Ainscow, M. (2016): Diversity and Equity: A Global Education Challenge. In NZ J Educ Stud 51, 143–155.

Ainscow, M. (2020): Inclusion and equity in education: Making sense of global challenges. In Prospects 49, 123–134.

Corsino, L., Fuller, A.T. (2021): Educating for diversity, equity, and inclusion: A review of commonly used educational approaches. In Journal of Clinical and Translational Science 5: e169, 1–6. doi: 10.1017/ cts.2021.834

Jones, B.L. et al. (2013): Diversity, Equity, and Inclusion: A Decade of Progress?. In The Journal of Allergy and Clinical Immunology: In Practice, Volume 11, Issue 1, pages 116-125, ISSN 2213-2198,

Marshall, A. G. et al. (2022): The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research, In Pathogens and Disease, Volume 80, Issue 1, 2022, ftac019,

UNESCO. (2015): Education for all 2000–2015: Achievements and challenges. Paris.

UNESCO. (1994): The Salamanca Statement and Framework for Action on Special Needs Education. Spain.


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