Issue Summary

European Journal of Education

Volume 4, Issue 2 · July - December 2021
ISSN 2601-8624 (Online) ISSN 2601-8616 (Print) Open Access · CC BY-NC 4.0 Double-Blind Peer Review Indexed in ERIC & ERIHPLUS

About this Issue

European Journal of Education (EJED) is a high quality open access peer reviewed research journal, published by Revistia. EJED welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note in the fields of education, psychology, pedagogy and related interdisciplinary studies from researchers, academicians, professional, practitioners and students from all over the World.

EJED is indexed in ERIC and ERIHPLUS, and applies an Article Processing Charge (APC) of £650 per accepted article. Read the full Aims & Scope and journal policies.

Publication Schedule

Starting in 2026, EJED publishes 3 issues per year.

Issue 1
April
Publication date – 30 April
Submission deadline – 15 February
Issue 2
August
Publication date – 30 August
Submission deadline – 15 June
Issue 3
December
Publication date – 30 December
Submission deadline – 15 October

Late submissions may be considered at the editors' discretion; please contact the journal management office at [email protected].

Editorial Board

Editor-in-Chief
Bob Barret, PhD
School of Business, American Public University, USA
Managing Editor
Cristina Alexe, PhD
Researcher, Institute of Quality of Life, Romanian Academy, Bucharest
International Editorial and Advisory Board (view all members)

Alison Taysum, PhD – University of Leicester, United Kingdom

Helena Neves Almeida, PhD – University of Coimbra, Portugal

Kaj Björkqvist, PhD – Åbo Akademi University, Finland

Pipit Novita, PhD – University of Bristol, United Kingdom

Ingrida Grigaitytė, PhD – Åbo Akademi University, Finland

Lema Kabashi, PhD – University of Wisconsin-La Crosse, USA

Vereno Brugiatelli, PhD – University of Verona, Italy

Ana Paula Marques, PhD – University of Minho, Portugal

Stephen J. McNeill, PhD – Kennesaw State University, USA

Warda Sada Gerges, PhD – Kaye College of Education, Israel

Tiziana Iaquinta, PhD – Università degli Studi di Catanzaro, Italy

Mihaela Voinea, PhD – Transilvania University of Brasov, Romania

Sokol Pacukaj, PhD – "Aleksander Xhuvani" University, Albania

Taborda Silva Célia, PhD – Lusófona University of Porto, Portugal

Maria João Cabral Sacadura, PhD – Catholic University of Portugal & University of Coimbra, Portugal

Goran Sučić, PhD – Filozofski fakultet, sveučilišta u Splitu, Hrvatska

Shaun Nykvist, PhD – Norwegian University of Science and Technology, Norway

Thao Pham, PhD – Rosalie Smiley California University of Pennsylvania, USA

Eduardo Duque, PhD – CECS, UMinho, Portugal

Somayeh Aghajani Kalkhoran, PhD – Hankuk University of Foreign Studies, South Korea

Jalal Khademi, PhD – Åbo Akademi University, Finland

Georg Darko, PhD – Åbo Akademi University, Finland

Ana Maria Costa Silva, PhD – CECS-UMinho, Portugal

Sophia Moralishvili, PhD – Georgian Technical University, Georgia

Vania Ivanova, PhD – University of National and World Economy, Bulgaria

Khaled Salah, PhD – Alexandria University, Egypt

Felice Corona, PhD – University of Salerno, Italy

Javier Cachón Zagalaz, PhD – Universidad de Jaén, Spain

Amel Alić, PhD – University of Zenica, Bosnia and Herzegovina

Ahmet Ecirli, PhD – Institute of Sociology, Romania

Siavash Bakhtiar, PhD – Queen Mary University of London, United Kingdom

Sandra Chistolini, PhD – Università degli Studi Roma Tre, Italy

Panduranga Charanbailu Bhatta, PhD – Samanvaya Academy for Excellence, India

Suo Yan Mei, PhD – Sultan Idris Education University, Malaysia

Arto Kallioniemi, PhD – University of Helsinki, Finland

Patricia González Aldea, PhD – Universidad Carlos III de Madrid, Spain

Maria Vittoria Lo Presti, PhD – Università Cattolica del Sacro Cuore, Italy

Souad Guessar, PhD – Tahri Mohamed University of Béchar, Algeria

Juan García Rubio, PhD – Universidad de Valencia, Spain

Tereza Kopecka, PhD – Charles University, Czech Republic

Jorge Garcés Ferrer, PhD – University of Valencia, Spain

G. Varvounis, PhD – Democritus University of Thrace, Greece

Kristinka Ovesni, PhD – University of Belgrade, Serbia

Landron Simon, PhD – Tamkang University, Taiwan

Driss Harizi, PhD – Hassan University of Settat, Morocco

Teresa Mendes, PhD – Polytechnic Institute of Portalegre, Portugal

Ute Steenkamp, PhD – Gateway Academy, United Kingdom

Wilfried Admiraal, PhD – Leiden University, the Netherlands

Selma Maria Abdalla Dias Barbosa, PhD – Federal University of Tocantins, Brazil

Jean d'Amour Banyanga, PhD – Åbo Akademi University, Finland

Sheri Boyle, PhD – California University of Pennsylvania, USA

José Jesús Alvarado Cabral, PhD – Centro de Actualización del Magisterio, México

Jesus Francisco Gutierrez Ocampo, PhD – Tecnológico Nacional de México

Smaragda Papadopoulou, PhD – University of Ioannina, Greece

Tonia De Giuseppe, PhD – University of Salerno, Italy

Table of Contents

Brazilian Educational System under Attack: the Reforms Proposed After the 2016 Coup and Their Sociological Contexts
Ceriani Mike de Oliveira Gomes
The Relationship between Multiple-Intelligence and Thinking Patterns through Critical Thinking among 10th-Grade Students in Private Schools in Abu Dhabi
Dawahdeh Ali Mohammed Ahmed, Mohammed Yousef Mai
Augmented and Mixed Reality in Language Learning
Panagiotis Panagiotidis
EFL Corner in Algeria: Single-Sex vs Co-Educational Schools
Faiza Haddam Bouabdallah
Promotion and Protection of Childhood and Adolescence - The “Child Contact Centre”
Giorgia Caruso
Perceptions of Students for Sudden Movement from Face-to-Face Teaching to Online Learning Environment: A Regional Study in Conditions Affected by the COVID-19 Pandemic
Valentina (Xhafa) Haxhiymeri
Assessing Students’ Minds: Developing Critical Thinking or Fitting into Procrustean Bed
Ulker Shafiyeva
Developing Multilingual Competence and Cultural Awareness through Forms of Non-Formal Learning: A Contribution to Sustainable Employability, Active Citizenship and Social Inclusion
Anabela Valente Simões
The Mediating Effect of Creative Thinking on Multiple-Intelligence and Thinking Patterns Among 10th-Grade Students in Abu Dhabi Private Schools
Ali Mohammed Ahmed Dawahdeh, Mohammed Yousef Mai
Vocabulary Control in Nautical Information Resources
Edgardo A. Stubbs

Journal Policies

Read more about how EJED reviews, evaluates and publishes research.