Phi Delta Kappan is committed to publishing lively articles and commentary on a wide range of themes related to preK-12 education. Because school practitioners make up the largest portion of our readership, we are most interested in exploring topics that will enrich educators’ professional lives and inform their day-to-day work. We seek articles that are written in a conversational voice and draw lessons from both research and practice. We welcome submissions from researchers and policy advocates as well as from teachers, principals, district and state leaders, students, parents, school board members, and anyone else who wishes to share vital stories and insights about pre-K-12 education.
The themes and questions listed here are meant to be provocative, helping writers to generate interesting ideas for articles on critical topics in education policy and practice. Also, while each issue of Kappan highlights a specific theme, we reserve a portion of the magazine for articles and commentaries on additional topics and welcome submissions not directly related to these themes.
Please review Kappan’s Writers’ Guidelines before submitting a manuscript, and keep in mind that the editors will not consider submissions that do not meet the guidelines. All submissions should be sent to manuscripts@pdkintl.org. This will ensure that each submission is acknowledged and included in our review process.
FALL 2025
The new generation of educators
Deadline for submissions: Closed
Who are the new graduates entering the teaching profession, and what do they want from the profession? This issue will consider trends in who is going into teaching and how schools can support them so that they’ll persist in teaching. What makes education an attractive field for today’s young people, and what can make it more appealing? What special qualities does the Generation Z educator possess that schools most need, and how can schools benefit from their special insights and knowledge while helping them grow in areas of weakness? We’re especially interested in hearing from teachers new to the profession.
WINTER 2025
Technology and the AI wave
Deadline for submissions: Sept. 15, 2025
The first one-to-one programs emerged at the start of the century, and post-COVID, many schools’ expansion of available technology exploded. ChatGPT was introduced to the public in November 2022; since then, the use (and misuse) of artificial intelligence in classrooms, schools, and districts has exploded. AI has the potential to bring big changes to K-12 and higher education. It also presents risks and challenges. In this issue, we want to explore the educational benefits of educational technology and AI’s educational uses, as well as what might be coming next.
Potential topics include: What types of technology-enhanced learning works? The benefits and pitfalls of relying on AI. Using AI for repetitive administrative tasks to make room for more instruction. Instruction through AI for children with IEPs. New AI literacy for students and adults. AI-based personalized learning for students. The role of AI in teacher professional development. AI’s impact on career and technical education. School district readiness and planning for AI. Using technology and AI for classroom management and engagement.
SPRING 2026
Focus on curriculum and instruction
Deadline for submissions: Dec. 31, 2025
What and how we teach are education’s essential building blocks. We are midway through the 2020s, and numerous trends have emerged in curriculum and instruction that reflect changes and demands of our society, including microlearning, immersive learning, gamification, Universal Design for Learning, career pathways, and AI-enhanced personalized learning. How are these trends shaping and reshaping teaching and learning?
Potential topics include: Strategies teachers need to truly personalize learning for their students, such as flexible pacing. Professional development that actually changes instructional practice. Evaluating the effectiveness of curriculum. The best ways to introduce different instructional practices to teachers. Ensuring curriculum coherence across grades and subjects. Overcoming barriers and roadblocks for instructional innovation.
SUMMER 2026
Teachers as leaders
Deadline for submissions: Feb. 5, 2026
Teachers are closest to the learning. They see firsthand what works—and what doesn’t—for students. That’s why it’s crucial to include their voices in the decisions made for their school and district. However, many teachers believe they must leave the classroom to be a leader. Others aren’t sure where to start. What does it mean to be a teacher leader? Can teachers lead from their classrooms?
Potential topics include: Teacher leadership roles (coach, mentor, curriculum lead, PLC facilitator) that offer pathways for advancement without leaving the classroom. Teacher leadership sustainability. Teacher-led inquiry and action research as drivers of school improvement. Professional development leadership growth, such as micro-credentials, peer learning, and self-directed PD innovation labs in schools. Mentors and coaches as teacher leaders. Innovative school leadership models and benefits.
