About the Journal
The current call for submissions for issue 1/2025 is thematically focused on "to be specified," more information can be found here.
The current call for submissions for issue 2/2025 is open to all authors working in the field of literacy development, more information can be found here.
The current call for submissions for issue 3/2025 (in English) is focused on "to be specified," more information can be found here.
Recently published: you can find the newly released contributions in issue 1/2024 here, in issue 2/2024 here, and in issue 3/2024 here.
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Welcome to the web pages of the newly established journal of the Faculty of Education of Charles University.
The Literacy, Preliteracy and Education Journal is a peer-reviewed journal which specializes in the field of literacy and education in their broadest terms. Its goal is to mediate new knowledge in the field and thus to provide impulses that will stimulate further development in the field, and to strengthen the link between research and praxis. The Journal deals with reading, mathematical, informational and science literacy and pre-literacy and with related topics. It also serves as a basis for the development of educational psychology, primary pedagogy and departmental didactics, and special and social pedagogy as research subjects.
The Journal is published three times a year (in April, August and December); the two main languages of the journal are Czech and Slovak. One English issue of the Journal is published each year.
Current Issue
Vol. 10 No. 1 (2026): Changes in Schooling and Education
This issue focuses on current challenges in supporting education across all levels of the educational system. The contributions address recent changes in the regulation of postponed school entry from the perspectives of educational counselling professionals and preschool and primary school teachers, explore the identification of mathematical giftedness and the educational support provided to gifted pupils, examine support services for first-generation university students, and present innovative approaches to developing pupils’ digital competences. The issue also includes a report highlighting an example of inter-institutional collaboration linking the pre-service preparation of special education students with educational practice. Across all contributions, a common emphasis is placed on inclusive education, the individualisation of teaching and learning, and collaboration among educational stakeholders.
Published:
2026-07-01
