Contemporary Education and Teaching Research

About the Journal

The Contemporary Education and Teaching Research (CETR) is an international peer-reviewed gold open access scientific journal in education and teaching-related disciplines. The journal aims to provide a cross-cultural, cross-international, pan-educational communication platform for experts, researchers, teachers, and administrators from schools and educational institutions at all levels to create an interactive effect and to welcome contributions from scholars at all levels with a completely open attitude.

The main purpose of CETR is to provide an open platform for learning, communicating, and collaborating by discussing people of different nationalities, colors, cultures, and occupations in the context of globalization. CETR will make all efforts to accelerate the development of educational science all over the world, as well as promote academic exchange through international conferences and exhibitions. CETR will be an indispensable academic resource platform and tool for global educational researchers.

The journal is a Gold Open Access journal, online readers don't have to pay any fee.

Article Processing Charges (APCs) will be charged for papers accepted after peer review.

The standard version of an article in this journal is 600 USD (US Dollars) .

For high-quality articles graded by our editorial board members and authors from low-income countries with difficulty to pay, CETR will access in a case-by-case basis and may approve certain discount to ensure the publication of high-quality articles. CETR reserves the rights to approve or decline any such request.

Announcements

Recommend to read

2026-01-20

Authors: Wenqian Ding, Jinrong Xiao, Yan Zhou, Jingxiao Wang, Heyuan Wang*

DOI: https://doi.org/10.61360/BoniCETR262019590101

Temporal Acceleration in Consumerist Education examines how Chinese Master of Education students navigate speed, efficiency, and pressure in contemporary higher education.
Based on interviews with 36 students, the study reveals:
• Dislocated and accelerated time flow
• Time deficits shaped by power and evaluation systems
• Consumerist orientations toward learning and self-development
Importantly, time alienation is shown to be institutionally produced, with implications extending beyond China to global graduate education systems.