About the Journal

Journal of Local Wisdom in Education (JLWE) is a peer-reviewed, open-access scholarly journal (E-ISSN: 3110-1879) dedicated to advancing research, theory, and practice on the role of local wisdom in education. The journal provides a specialized forum for high-quality academic work examining how local wisdom, indigenous knowledge, cultural values, and community-based traditions shape educational thought, pedagogical practices, curriculum development, and learning processes across diverse contexts. JLWE is published biannually, in June and December, by Indosainstech Id in collaboration with Universitas Muhammadiyah Makassar, Indonesia.

Distinct from broader journals in education, JLWE is specifically committed to scholarship in which local wisdom constitutes the central analytical and conceptual foundation of educational inquiry. The journal is intended neither for general educational studies lacking a clear cultural grounding nor for purely descriptive accounts of local culture without explicit educational relevance. Rather, JLWE prioritizes contributions that critically explore how culturally rooted knowledge systems inform educational philosophy, pedagogical innovation, character formation, intergenerational learning, and context-responsive educational transformation.

JLWE is founded on the view that local wisdom is not merely an object of preservation but also an active epistemic resource for rethinking education in culturally diverse societies. By situating local knowledge within broader scholarly conversations, the journal seeks to contribute to international debates on culturally responsive education, indigenous and decolonial pedagogies, sustainability-oriented learning, and the production of context-sensitive educational knowledge.

The journal welcomes original research articles, review articles, and conceptual papers that demonstrate scholarly rigor, methodological clarity, and a clear contribution to educational studies. Through this distinctive focus, JLWE aspires to serve as an authoritative academic venue for research on education grounded in local knowledge traditions while remaining intellectually engaged with contemporary global scholarship.