JoQER: Journal of Qualitative Educational Research is a peer-reviewed journal that provides a dedicated platform for advancing qualitative research in the field of education. It welcomes scholarly work employing a wide range of qualitative methods—including ethnography, case study, narrative inquiry, phenomenology, grounded theory, discourse analysis, and arts-based research—that explores complex educational phenomena in diverse cultural, institutional, and social contexts. The journal encourages critical perspectives that examine teaching, learning, leadership, curriculum, policy, and educational equity through interpretive and constructivist paradigms.

JoQER is committed to fostering dialogue among researchers, practitioners, and policymakers by publishing rigorous, innovative, and contextually grounded studies. The journal is published three times a year—in April, August, and December—and aims to highlight voices from underrepresented regions, promote ethical and reflexive research practices, and contribute to the theoretical and methodological development of qualitative inquiry in education. By embracing interdisciplinary insights and culturally responsive frameworks, JoQER seeks to enrich academic discourse and support the transformation of education through a deeper understanding of human experience and meaning-making.