Call for Papers

Theoretical knowledge of education in the training of education professionals

Editor: Francisco Esteban Bara (Universidad de Barcelona).

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Vol.: 2027, 38(2)

Start date: 01/01/2026

Date of receipt of originals: 30/10/2026

Date of publication: 01/07/2027

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Theoretical or basic knowledge seems to be essential to lead a fulfilling and meaningful life. Abraham Flexner attempted to explain something like this in his famous The Usefulness of Useless Knowledge in the late 1930s; and in the early 2000s, Nuccio Ordine did the same with a similarly-titled book: L'utilità dell'inutile, which George Steiner described as 'a little masterpiece of originality and clarity'. Theoretical knowledge was somewhat a religious profession for the ancient Greeks, who conceptualised and idealised the world, rising above sensible reality with intelligence and even fantasy.

This knowledge also seems to be necessary for any profession, if only because professional development is a fundamental part of life development. As they deal with human beings and matters of humanity that are assumed to be related to human beings, education professions are not exempt from this issue. Any educational practice, no matter how practical it may seem, needs theoretical knowledge to illuminate and guide it. In other words, without the support of theoretical knowledge, educational practice is unprotected and tends to drift at the mercy of the current or wind, a current or wind that can be seen as the educational fads of the moment.

However, theoretical knowledge of education, the act of studying and understanding what education is in all its dimensions, so it can be fully realised, does not appear to be given the importance it deserves. Like so many other areas, especially humanistic, theoretical knowledge of education has long been ostracised. This is notorious in the training of education professionals.

Indeed, subjects related to theoretical knowledge of education in the curricula of education faculties are few and far between when compared with practical or applied subjects, not to mention that their presence is reduced or even anecdotal in certain cases. There will be time to see whether this reality changes thanks to the latest national and international movements to renew university curricula. This is not a minor fact nor does it go unnoticed, especially in a field such as education, where a high level of specialisation, practicality and technique have been instilled for years; and yet, at the same time, professionals are expected to have a critical spirit, a spirit that feeds precisely on theoretical education knowledge or even cultural, humanistic knowledge.

This monograph is looking for articles on basic or applied research that respond to this need to convey theoretical knowledge of education in the training of education professionals, whether formal, non-formal or informal, at social and school level, and at every stage. Papers based on theoretical and empirical research, both national and international, are expected.

What type of theoretical knowledge of education do education professionals need today? How do we increase the value of Education Theory in the training of education professionals at a time when technique, practice, usefulness and effectiveness are required? What does theoretical knowledge of education have to do with scientific, cultural, humanistic or spiritual knowledge when discussing teacher training? What arguments should we bring to political figures and educational academic leaders, among others, to show them that a good education professional is someone who needs a profound and broad theoretical knowledge of education? What future awaits theoretical knowledge of education with the emergence of AI in today's reality and also in education professional training centres?

Articles submitted may address this type of question and others, and respond to the following topics:

Philosophical reflection on the importance of theoretical education content in the training of professionals from varying fields of education.
Results of teaching and learning theoretical education content in education professionals working in the field.
Challenges and developments in education policy related to theoretical education content in university or higher education.
Investigation into what type of theoretical content future education professionals need.
Challenges facing proposals for teaching, learning and assessing theoretical education content in schools in view of challenges such as AI.
Theoretical content coexisting in education with other types of practical, technical or educational content.
Analysis of the ethics and aesthetics of theoretical education content and their impact in the training of education professionals.
Comparative and international study on pedagogical and policy proposals related to theoretical education content in the training of education professionals.
Assessment of education professionals regarding theoretical content and its role in education practice, or in the identity and character of those professionals.