Jurnal Pemikiran Pendidikan dan Keguruan (JPPK) is a peer-reviewed academic journal publishing theoretical studies, critical thought, and research in education and the teaching profession. The journal provides a forum for academics, researchers, educational practitioners, and students to develop scholarly discourse on education, learning, and the teaching profession from broad and multidimensional perspectives.

The journal aims to advance educational theory and practice through scholarly contributions that critically examine educational ideas, teaching and learning processes, teacher professionalism, and contemporary educational challenges. Its scope includes, but is not limited to, the following areas:

• Educational philosophy, theory, and thought: conceptual analysis, philosophical approaches, and contemporary educational discourse.
• Curriculum and instruction: planning, development, implementation, and innovation in teaching strategies and learning models.
• The teaching profession and teacher education: teacher competency development, preservice and in-service education, professional ethics, and teacher professionalism.
• Educational technology: the use of instructional media, digital platforms, and information technology-based learning in primary, secondary, and higher education.
• Educational management and policy: school governance, educational leadership, and educational policy analysis at local, national, and global levels.
• Character and values education: multicultural education, inclusive education, religious moderation, and education grounded in local wisdom.
• Learning evaluation and assessment: instrument development, assessment techniques, authentic assessment, and technology-based assessment.
• Contemporary issues in education: the challenges and opportunities of twenty-first-century education, Merdeka Belajar, post-pandemic learning, and critical education.

JPPK operates as an open-access journal and welcomes research articles, literature reviews, case studies, and reflective contributions that make a substantive contribution to the development of educational theory and practice and the teaching profession.