About the Journal
NGT-HD: New Generation Teachers and Human Development is an international peer-reviewed journal that publishes high-quality empirical, theoretical, and policy-oriented articles focusing on teacher professional education and its contribution to human development across diverse cultural and institutional contexts. The journal is dedicated to advancing the understanding of how future-ready teacher education fosters reflective practice, ethical leadership, character development, modern pedagogical competence, and inclusive education systems.
NGT-HD welcomes contributions from scholars, practitioners, and policymakers who explore a broad range of issues including teacher professionalism, competency-based curriculum design, inclusive teacher professionalism, competency-based curriculum design, inclusive pedagogical innovation, educational leadership, digital transformation in teacher preparation, and teacher identity formation. The journal also promotes critical discourse on human development aspects such as emotional intelligence, value-based education, intercultural awareness, and global citizenship in teacher education.
As a globally-oriented publication, NGT-HD encourages submissions that reflect diverse future teacher education systems, including comparative studies, context-based educational practices, and interdisciplinary perspectives. The journal is open to various methodological approaches — quantitative, qualitative, and mixed methods — and publishes empirical research, conceptual papers, systematic literature reviews (SLR), reflective case studies, and education policy analyses.
NGT-HD is designed for researchers, post graduate students, teacher educators, school leaders, curriculum developers, and policy decision-makers who are committed to fostering high-quality teacher development and human capacity building through professional education. All submissions undergo a rigorous double-blind peer-review process to ensure academic excellence and research integrity. With a strong commitment to open-access publishing, NGT-HD contributes to the global exchange of transformative knowledge and promotes excellence in the professional formation of teachers.
For further information, please visit our official website at https://sps.upi.edu/ngt-hd or contact the editorial team via email at ngthd@upi.edu
Current Issue
Vol. 1 No. 1 (2026): Teacher Readiness and Reform in the Era of Digital and Curriculum Transformation
This inaugural issue of NGT-HD brings together five studies examining how teachers navigate readiness, competency, and acceptance amid ongoing curriculum, assessment, and digital transformation. The collection spans multiple methodological traditions, from a SWOT-based survey of teacher readiness for coding and artificial intelligence integration, a systematic review of educator acceptance of curriculum and assessment reforms, and a bibliometric mapping of adaptive soft-skill curriculum research, to a training needs analysis in resource-constrained schools and a classroom-based correlational study of 21st-century skills through a STEM approach. Beyond the dominant focus on digital and policy readiness, this issue foregrounds two perspectives that remain comparatively underexplored in the broader literature: the equity dimension of teacher development in resource-limited contexts, and the affective and socio-emotional gaps identified in current curriculum research. Together, these contributions reflect NGT-HD's commitment to advancing reflective, evidence-based, and contextually responsive teacher professional education as a foundation for human development.
Published:
2026-08-31
