Focus and Scope
Digital Learning, Social Science, and Life-course Studies (DiSoLife) is an international, peer-reviewed journal that publishes high-quality and original research at the intersection of digital education, social science inquiry, and life-course perspectives. The journal provides a scholarly platform for critical discussions and empirical investigations into how digital technologies shape learning experiences, social relationships, and human development across various stages of life.
The journal welcomes contributions in, but not limited to, the following areas:
Digital Learning
- Innovations in online, blended, and hybrid learning environments
- Technology-enhanced teaching and learning practices
- Artificial intelligence in education
- Gamification, virtual reality, and immersive learning
- Digital literacy and digital pedagogy
- Equity, access, and inclusion in digital education
Social Sciences
- Sociological and anthropological perspectives on education and technology
- Social behavior, identity, and community formation in digital contexts
- Digital citizenship, media literacy, and youth culture
- Educational policy, governance, and institutional change in the digital age
- Critical theory and social justice in education
Life-course Studies
- Educational pathways and transitions across the lifespan
- Intersections of digital learning with early childhood, youth, adulthood, and aging
- Lifelong learning and reskilling in response to technological change
- The impact of socio-digital environments on life trajectories
- Family, work, and education across generational cohorts
The journal seeks to bridge disciplinary boundaries and foster transdisciplinary dialogue among educators, researchers, policymakers, and practitioners. Both theoretical contributions and applied research are encouraged, particularly studies that demonstrate methodological rigor, critical engagement, and societal relevance. DiSoLife is committed to advancing scholarly discourse that reflects global diversity, with an emphasis on inclusive and context-sensitive approaches to digital learning, social science, and life-course development.