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.
______________________________________________________________________________________________________________
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. 9 No. 3 (2025): Support in Education and Personal Development Across Educational Levels: Between Individual Needs and Systemic Responsibility
Volume 9, Issue 3 (2025) focuses on supporting individuals in education as a complex, multidimensional process across all educational levels. The contributions connect the historical development of counselling with current research on school and university support services, highlight psychological factors influencing academic achievement, and stress integrating support into teaching and learning. Topics include the evolution of counselling, the changing role of university services amid rising student psychological burden, academic self-efficacy among students with psychological difficulties or chronic illnesses, and the promotion of health literacy and prevention. The issue presents educational support as a systematic process strengthening competence, autonomy, and wellbeing in a changing educational environment.
Published:
2025-12-20
