Special Issues

Call for Proposals for 2022 and 2023 Special Issues

The Journal of University Teaching and Learning Practice invites proposals for special issues on contemporary themes associated with effective and innovative teaching and learning practice in the higher education environment. The expectation is that the special issue would be of interest to an international audience. To propose a special issue for 2022 or 2023 please complete the Special Issue Proposal and return to Dr Joseph Crawford by email joseph.crawford@utas.edu.au. The Journal periodically has specific calls for Special Issues, but also accepts unsolicited proposals.

Collaborative expressions of interest

At the Journal of University Teaching and Learning Practice, we understand the role that we can have in supporting early career researchers and academics to launch their international networks in the absence of international conferences. The Journal of University Teaching and Learning Practice would like to support this transition during COVID-19. For academics seeking to form new international research relationships, please fill in the expression of interest form. We will aim to pair you with potential collaborators. At this stage, we can only pair English projects. Please note our support in forming collaborative teams does not guarantee publication in our Journal, and all final submissions will undergo rigorous peer review processes.

Current Calls for Papers

The following are Special Issues open for submissions, with a link to take you to the specific Call for Papers

Forthcoming Special Issues

The following are Special Issues closed for submissions that are preparing for future publication

SPECIAL ISSUE 2023 Sustainability in Learning and Teaching During and Beyond the COVID-19 Pandemic

Guest Editors


The COVID-19 pandemic has undoubtedly impacted the higher education sector and has required significant shifts in the delivery of teaching and learning worldwide (Burki, 2020). At the same time, humanity faces an ongoing intensifying social and ecological crisis. For example, climate change is a persistent threat to human and non-humans alike as a consequence of anthropogenic global warming which requires urgent action across human systems (Pörtner et al., 2022). In addition, unprecedented species extinction in human history have been reported (IPBES, 2019). At the same time, these existential threats are inextricably linked to equity, diversity, inclusion and access. In other words, there is no sustainability without social and ecological justice. In this special issue, we are seeking contributions that explore the intersections of COVID-19, sustainability and higher education teaching and learning.

Higher education institutions are well positioned to contribute toward sustainable futures through thought leadership, teaching, innovative research and towards fostering generations of environmental and social change agent graduates. However, the COVID-19 pandemic demanded higher education institutions’ attention to ensure staff, faculty and students were safe, and teaching and learning were accessible throughout physical distancing mandates. How did these necessitated shifts in institutional focus influence and inform actions for sustainability? Did the COVID-19 pandemic induce new and creative sustainability practices, or were initiatives of sustainability put on hold, and if so, what does this mean for culture and practice in a post-pandemic era?

The United Nations Sustainable Development Goals have become an internationally recognised blueprint for guiding action on sustainable development transitions. Despite large gaps in implementation, the Sustainable Development Goals have been formally and informally enacted through a range of programs and declarations (Owens, 2017; Leal Filho et al., 2019; Sonetti et al., 2019). Though recent evidence suggests that sign ups by higher education institutions during 2020-2021 - at the height of the pandemic - were significantly lower than previous years (Crawford & Cifuentes-Faura, 2022). The pandemic forced teaching and learning practices online. In some cases, this shift improved access to higher education for people who previously experienced impediments to access due to inflexible scheduling and face-to-face attendance requirements (Atherton, 2021). However, increased pressures on academics were also reported (Adedoyin & Soykan, 2020; Watermeyer et al., 2021) including cases of gendered workload allocation (Steinþórsdóttir et al., 2021). Little research is currently available that explores the unintended consequences of the COVID-19 pandemic on the ways that sustainability was taken up in teaching and learning practice.

We are interested in understanding the lasting impacts to guiding philosophies and practice to what sustainability means and looks like in teaching and learning. Some possible topics could include, but are not limited to, how COVID-19 has influenced:

  • Education for sustainable development within curriculum
  • Academic and/or student wellbeing practices
  • Gender inequities or inequalities for students and/or staff
  • Equity, diversity, inclusion and access issues for students or faculty
  • Online or in-person teaching innovations or barriers
  • The future of teaching and learning sustainability
  • Student voice and student experience
  • Embedding of sustainable development goals in curriculum/pedagogy/policy
  • Transformative sustainability teaching and learning practices
  • Digital technologies and their social and environmental impacts
  • Affective learning and connections with and through virtual/physical environments
  • Novel spaces that were created i.e. outdoor learning spaces
  • Scholarship of teaching and learning
  • The role of educational and institutional governance and leadership

Types of publications accepted into this Special Issue

The types of publications that are eligible for acceptance into this Special Issue include:

  • Research papers
  • Case studies and evidence-based good practice examples

Developing a high-quality proposal

We recommend the creation of a single document (Word document preferably) that contains the following:

  • Proposed article title
  • Proposed authors names and affiliations
  • A clear evidence-based rationale for the line of inquiry proposed
  • Research question(s)
  • Proposed method (for both theoretical and empirical manuscripts)
  • Practice-based implications of the proposed research

The word limit for the proposal is 250 words (not including references) and is designed to give the Editorial Team a sense of the rigour of the manuscript proposed and the possible implications of such research. The Editorial Team may return with an invitation to combine similar manuscripts. Acceptance of proposals does not guarantee acceptance of final manuscripts.


  • Proposals due: 30 October 2022
  • Acceptance notifications: 15 November 2022
  • Full articles due: 27 February 2023
  • Final revised papers due: 15 September 2023
  • Final publication: 15 October 2023

For further information, or to submit an abstract, please email: Dr Kim Beasy. You can download a .pdf version of the Call for Expressions of Interest by clicking here


  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180
  • Atherton, G. (2021). Perspectives on the challenges to access and equity in Higher Education across the world in the context of COVID. National Education Opportunities Network (NEON).
  • Burki T. K. (2020). COVID-19: consequences for higher education. The Lancet. Oncology, 21(6), 758. https://doi.org/10.1016/S1470-2045(20)30287-4
  • Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 1879. https://www.mdpi.com/2071-1050/14/3/1879
  • Pörtner, H. O., Roberts, D. C., Adams, H., Adler, C., Aldunce, P., Ali, E., Ara Begum, R., Betts, R., Bezner Kerr, R., Biesbroek, R., Birkmann, J., Bowen, K., Castellanos, E., Cissé, G., Constable, A., Cramer, W., Dodman, D., Eriksen, S. H., Fischlin, A., ... Zaiton Ibrahim, Z. (2022). Climate change 2022: impacts, adaptation and vulnerability. IPCC. https://edepot.wur.nl/565644
  • IPBES. (2019). Global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (Version 1). Zenodo. https://doi.org/10.5281/ZENODO.3831673
  • Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., Molthan-Hill, P., Pace, P., Azeiteiro, U. M., Vargas, V. R., & Caeiro, S. (2019). Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production, 232, 285–294. https://doi.org/10.1016/j.jclepro.2019.05.309
  • Owens, T. L. (2017). Higher education in the sustainable development goals framework. European Journal of Education, 52(4), 414–420. https://doi.org/10.1111/ejed.12237
  • Sonetti, G., Brown, M., & Naboni, E. (2019). About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education. Sustainability, 11(1), 254. https://doi.org/10.3390/su11010254
  • Steinþórsdóttir, F. S., Carmichael, F., & Taylor, S. (2021). Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University. Gender, Work & Organization, 28(5), 1859–1875. https://doi.org/10.1111/gwao.12709
  • Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y

SPECIAL ISSUE 2022 Higher education and digital writing in a post—pandemic world

Guest Editors


  • Proposals due: 28 February 2021
  • Acceptance notifications: 30 March 2022
  • Full articles due: 1 September 2022
  • Final revised papers due: 1 December 2022
  • Final publication: 1 February 2022

For further information, or to submit an abstract, please email: rebecca.johinke@sydney.edu.au. You can download a .pdf version of the Call for Expressions of Interest by clicking here

SPECIAL ISSUE 2022 Skills, attributes, literacies, and capabilities: Developing our students at every level

Guest Editors


  • Proposals due: 12 July 2021
  • Acceptance notifications: 23 July 2021
  • Full articles due: 5 January 2022
  • Final revised papers due: 25 April 2022
  • Final publication: 29 August 2022

For further information, or to submit an abstract, please email: leads-JUTLPSpecIss2022@glasgow.ac.uk. You can download a .pdf version of the Call for Expressions of Interest by clicking here

SPECIAL ISSUE 2022 Pedagogies of belonging in an anxious world

Guest Editors


  • Proposals due: 6 August 2021
  • Acceptance notifications: 20 August 2021
  • Full articles due: 4 January 2022
  • Final revised papers due: 15 April 2022
  • Final publication: 15 July 2022

For further information, please email: Dr Nona Press. You can download a Word version of the Call for Expressions of Interest by clicking here

SPECIAL ISSUE 2022 Innovation in Higher Education Assessment: Effects of the COVID-19 Pandemic

Guest Editors


  • Proposals due: 1 November 2021
  • Acceptance notifications: 1 December 2021
  • Full articles due: 1 May 2022
  • Final revised papers due: 1 July 2022
  • Final publication: 1 August 2022

For further information, or to submit an abstract, please email: Dr Andrew Kelly. You can download a .pdf version of the Call for Expressions of Interest by clicking here