ERRCD Forum

A premier academic publishing house

Interdisciplinary Journal of Education Research

IJER is a double-blind peer-reviewed "open access" journal targeted toward publishing advanced research reports across the fields of education. Articles should provide empirical, conceptual, or theoretical perspectives on current educational issues. Our interest is limited to thought-provoking interdisciplinary debates on education across various interests. IJER prioritises intellectual and global debates on primary, secondary and higher education institutions with no methodological, geographical and ideological limitations.

Interdisciplinary Journal Rural and Community Studies

Interdisciplinary Journal of Rural & Community Studies (IJRCS) provides open access platform for academics and community development experts to publish their findings. IJRCS welcomes articles that provide discourse on rural development, policies and practices, and community-related studies from regional, provincial, community and global perspectives. Interdisciplinary debates on rural and community emancipation, focusing on social, educational, economic, political, environmental, local and urban influence, gender dominance and marginalisation, and resource allocation issues are also welcome.

Interdisciplinary Journal of Sociality Studies

IJSS provides a platform for academics, practitioners, and social development experts to publish their intellectual works. IJSS encourages empirical research, theoretical argument, review and conceptual opinions on social development, policies and practices, relationships and innovations that empower individuals, families, groups, organisations, and small and large entities.

ERRCD Forum

A premier academic publishing house

Our Journals

Interdisciplinary Journal of Education Research

Interdisciplinary Journal Rural and Community Studies

Interdisciplinary Journal of Sociality Studies

Recent Articles

Exploring Community Resilience towards Rebuilding Community Identity After the Portapique Mass Shooting in Canada

Lecturers' perceptions of blended teaching in the Post COVID-19 Era: A case study of a University in Lesotho

Being sacrificed in the name of development: A case of social distress caused by the Tokwe-Mukosi dam

Post COVID-19: New breakthroughs and the future of behavioural research data collection

A comparative analysis of gender trend in academic achievement among history graduates of a University in Nigeria

Pragmatic modifiers in teachers’ polite requests in EFL classroom interaction in Manggarai, Indonesia

Analysis of Asset-Based Community Development to Transform Rural Schools in South Africa