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  • Embodiment in Education: Experiences and Empirical Research
    Vol. 2 No. 1 (2026)

    Embodied Education Journal invites scholars, researchers, educators, and professionals to submit original contributions examining embodied experiences, practices, and research in educational contexts.

    This Call for Papers focuses on studies in which the body is understood not simply as an object of investigation, but as a constitutive dimension of learning, knowing, relating, and meaning-making.

    We welcome contributions that explore how embodied processes emerge through movement, perception, emotion, gesture, posture, spatial interaction, material engagement, and social participation. Particular attention will be given to studies that connect theoretical reflection with empirical evidence, documented educational practices, or clearly defined methodological approaches.

    The aim of this issue is to advance the study of embodied education through research that is grounded in concrete contexts and capable of showing how bodies, environments, technologies, and relationships jointly shape educational experience.

    Scope and Topics

    Possible topics include, but are not limited to:

    • embodied learning in schools, universities, and professional education;
    • movement, gesture, posture, and sensorimotor activity in teaching and learning;
    • perception, emotion, attention, and self-regulation in educational processes;
    • situated learning in laboratories, museums, urban spaces, natural environments, and non-formal settings;
    • embodied approaches to teacher education and professional development;
    • arts-based, performative, theatrical, musical, and narrative practices;
    • physical education, sport, psychomotor education, and bodily awareness;
    • embodiment, inclusion, disability, and bodily difference;
    • empathy, intersubjectivity, imitation, synchrony, and social coordination;
    • embodied interaction with digital technologies, immersive environments, and virtual reality;
    • embodiment and artificial intelligence in educational contexts;
    • materiality, space, and environmental affordances in learning;
    • embodied methodologies and multimodal approaches to educational research;
    • interdisciplinary perspectives connecting education with psychology, neuroscience, philosophy, anthropology, sociology, movement sciences, media studies, and the arts.
    Guiding Questions

    Submissions may address one or more of the following questions:

    • How does the body participate in the construction of knowledge?
    • How can embodied processes be observed, documented, and interpreted?
    • What happens when educational environments actively involve movement, perception, and action?
    • What roles do emotion, gesture, posture, rhythm, and interpersonal coordination play in learning?
    • How does educational design change when embodiment is treated as a methodological principle?
    • Which theoretical, methodological, and ethical challenges arise in embodied research?
    • How do bodies, digital technologies, and artificial intelligence interact in educational settings?
    • In what ways can embodied approaches support more inclusive, accessible, and participatory forms of education?
    Types of Contributions

    The journal welcomes:

    • qualitative, quantitative, and mixed-method empirical studies;
    • case studies;
    • action research and participatory research;
    • experimental and quasi-experimental studies;
    • methodological contributions;
    • documented educational experiences supported by systematic analysis;
    • comparative studies;
    • systematic reviews and scoping reviews;
    • theoretically grounded articles closely connected to practice, data, or research contexts;
    • interdisciplinary and multimodal contributions.

    Accounts of educational experiences should move beyond descriptive reporting. They should include a clear theoretical framework, an explicit methodology, appropriate documentation, and a critical discussion of findings, limitations, and potential transferability.

    Evaluation Criteria

    Submissions will be assessed according to:

    • relevance to the scope of the Call for Papers;
    • originality and scientific contribution;
    • clarity of the theoretical framework;
    • methodological coherence and transparency;
    • quality of data, evidence, or documentation;
    • educational significance;
    • ethical awareness;
    • capacity to connect experience, analysis, and critical interpretation.

    All manuscripts will undergo the journal’s peer-review process.

    Submission Guidelines

    Manuscripts must be original, unpublished, and not under consideration by another journal.

    Submissions must be made through the online platform of Embodied Education Journal. Authors are required to follow the journal’s editorial and bibliographic guidelines and to ensure that the manuscript submitted for review is fully anonymised.

    Languages

    Submissions are accepted in English or Italian.

    Important Dates
    • Abstract submission deadline: [01/07/2026]
    • Notification of abstract acceptance: [10/07/2026]
    • Full manuscript submission deadline: [15/07/2026]
    • Completion of peer review: [30/07/2026]
    • Expected publication: [August 2026]
    Editorial Information

    Embodied Education Journal

    Journal website:
    https://embodiededucationjournal.it

     

     

  • Embodied Education
    Vol. 1 No. 1 (2025)

    Negli ultimi decenni, il dibattito scientifico internazionale ha progressivamente messo in discussione i modelli tradizionali dell’apprendimento e dell’educazione fondati su una concezione astratta, computazionale e disincarnata della mente. All’interno di questo scenario, il paradigma dell’Embodied Cognition ha rappresentato una svolta epistemologica rilevante, introducendo l’ipotesi – radicale nelle sue implicazioni – che i processi cognitivi non possano essere compresi separatamente dal corpo che li sostiene, dagli ambienti che li sollecitano e dalle relazioni che li strutturano. La rivista Embodied Education nasce in questo orizzonte teorico e culturale, assumendo l’educazione come fenomeno complesso, incarnato e situato...