Academia Journal - HEP Net


Established by the Higher Education Policy Network (, ACADEMIA is an international peer-reviewed, refereed e-journal publishing articles and book reviews that represent the whole field of Higher Education.

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ACADEMIA is a forum for researchers, educators, administrators, students and policy makers interested in theory, practices, research and policy across the whole field of Higher Education.

ACADEMIA is an interdisciplinary journal which welcomes contributions focusing on Higher Education from a sociological, political, philosophical, historical, pedagogical, educational and administrative point of view. International and comparative approaches, new ways of interpreting Higher Education, are also welcomed.

ACADEMIA is published in three languages. Articles should be written in English, French or Greek. All articles undergo rigorous peer review, based on initial editor screening, and anonymous refereeing by at least two expert referees. No more than one of these referees is a member of the Journal’s editorial board. ACADEMIA publishes a general issue annually and thematic issues during the year.

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Start of DOI assignment to Academia publications

We would like to inform you that each publication in Academia has been assigned with a DOI (Digital Object Identifier), courtesy of the Library & Information Center and the program of the Consortium of Greek Academic Libraries.  
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No 22 (2021): The role of Educational Sciences in the Initial Teachers’ Education in Europe

In European countries, with many variations in terms of application, educational sciences are required to be part of the initial education of primary and secondary education teachers. So, country’s context is pivotal:history of teacher education, social, political and institutional situations and strategies have an impact on the way these sciences are treated. Also, theoretical concepts and conceptualizations influence for their part or even their integration of educational sciences in the teachers’ initial education. Moreover, internal and external conflicts concerning initial teacher education seem to form an uncertain field of study and/or investigation. Its impact is perpetually contributive to the construction of curricula. Political actors, professional trade unions, field professionals and students act and have an impact on the role of educational sciences in the initial teacher education.

The aim of this issue is to step back and to present the current situation about the role and values attributed to educational sciences in different European countries. Each paper is to shed light on the historical evolutions of educational sciences contribution to the initial teachers’ education and to delve into the social, political and institutional contexts which influence their treatment. The texts could be based on curriculum construction as a whole or part of curriculum as seminars, teaching matters, internship at schools, initial researchers’ training or even preparation for national exams for initial recruitment.

Table of Contents




Kristine Balslev, Lora Naef, Célia Guzzo, Valérie Lussi Borer, Anne Perréard Vité
Antonio Benedito Casanova, José Beltrán Llavador
Elisa Chaleta, Margarida Saraiva
Petros Gougoulakis
Guy Lapostolle, Xavier Riondet, Nathalie Sévilla
Georgios Stamelos, Ioannis Gkotsis
Catherine Van Nieuwenhoven, Louise Leroux, Stéphane Colognesi


Louis Marmoz