Alison MacKenzie, Queen's University Belfast

Yuwei Xu, University of Nottingham

Ming Cheng, Sheffield Hallam University

Barbara Read, University of Glasgow

This special issue seeks educational responses to online and offline misogyny across all educational settings including schools, universities, and prisons. The call welcomes empirical, theoretical, and philosophical contributions exploring how educators and institutions can effectively combat misogyny through interventions, peer culture initiatives, gender-sensitive pedagogy, and sex education programmes. International perspectives from researchers and educators worldwide are particularly valued.

Misogyny has intensified in online spaces, where girls and women encounter relentless gender-based abuse that affects their mental health, safety, and participation in digital society. The issue dehumanizes women and girls while reinforcing patriarchal norms, with evidence showing widespread harassment across educational environments. The special issue addresses how educational institutions can implement whole-institutional approaches, curricula incorporating anti-misogyny lessons, and safe reporting mechanisms to combat these harms and protect voices from marginalization.

Appel publié par British Educational Research Journal. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Clarity between misogyny and sexism, and gender-based violence and discrimination, and how they manifest
• Intersections of misogyny that encompass and enforce white supremacy, white male superiority, chauvinism, incel culture, far right ideology, Christian evangelism, cis-hetermormativity toward 'misogynoir', transmisogyny, homophobia, and settler colonialism
• How misogyny manifests across various educational cultures and contexts, and the extent to which culturally sensitive interventions are effective
• Understanding the affective impact of misogyny on girls, women, non-binary people, and trans women
• Relationship and sex education, and other curricular interventions on misogyny and their efficacy
• The role of schools, universities, organisations, policy makers and government in tackling misogyny, digital literacies and navigating social media
• The efficacy of international responses such as Sustainable Development Goal 4, the right to quality education, and Building Gender Transformative Systems
• Tools to assist teachers and academics in engaging learners to better understand, recognise, and challenge misogyny online and within educational environments

Timeline

• July 1, 2026: Abstract submission deadline
• August 31, 2026: Decision or advice of abstract expected to be sent out
• April 30, 2027: Manuscript submission deadline

Leff Bonney, Florida State University

Jessica Ogilvie, Marquette University

Professional sales education faces mounting pressures from evolving student expectations, institutional demands for demonstrable value, and rapid industry transformation. This special issue addresses how sales educators can effectively bridge theory and practice by developing rigorous curricula while equipping students with career-ready skills across diverse learning contexts, from university degree programs to corporate training and entrepreneurial ventures.

The journal seeks empirical, conceptual, and methodological contributions examining foundational questions and contemporary challenges in sales education. Topics span pedagogical innovation and curriculum design, assessment of learning outcomes and career trajectories, sales management and leadership development, industry-academic partnerships, and ethical and global dimensions of sales instruction.

Appel publié par Marketing Education Review. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Effectiveness of different teaching modalities (in-person, online, hybrid, asynchronous) in sales courses
• Impact of experiential learning tools such as role-plays, live sales call exercises, case studies, and sales competitions on student outcomes
• Optimal design of sales curricula, including structure, course sequencing, and integration of core concepts
• Development and validation of instruments and rubrics to assess sales skills and competencies
• Longitudinal studies connecting sales education to career outcomes, employment rates, and performance metrics
• Factors driving student engagement, motivation, and success in sales, including mentorship and role models
• Pedagogical approaches for teaching sales management topics including compensation, territory alignment, and performance management
• Educating sales leaders on technology selection, ROI evaluation, and strategic implementation of sales technology
• Teaching coaching skills and frameworks for developing effective sales managers
• Integration of sales management with overall business strategy
• Impact and best practices of university sales centers and industry partnerships
• Effectiveness of corporate advisory boards, guest speakers, and industry mentors in sales education
• Role of organizations like SEF and USCA in establishing sales as a legitimate academic discipline
• Innovative pedagogies for embedding ethical decision-making in sales curricula
• Preparing students for international sales careers and cross-cultural negotiation
• Developing and assessing cultural intelligence in sales students through immersive experiences and case studies
• Fostering student resilience, managing performance pressure, and supporting mental health in sales education

Timeline

• January 15, 2026: Manuscript Submission Portal opens
• August 1, 2026: Manuscript Submission Deadline
• September 30, 2026: Manuscript deadline