Aims: Jurnal Nispatti, Journal of Pedagogy and Educational Studies, aims to provide an academic platform for advancing educational research that integrates reflective, empirical, and theoretical perspectives in the study of pedagogy and learning. The journal encourages scholarly works that move beyond measuring effectiveness to critically explore the meanings, values, and transformative dimensions of pedagogical practices and educational consciousness. It seeks to promote critical and reflective educational thought, connect field-based research with strong conceptual frameworks, and deepen understanding of learning as a process of shaping students’ consciousness, ethical awareness, and intellectual orientation. The journal also facilitates interdisciplinary and cross-context scholarly dialogue across general education, faith-based education, and higher education settings. Focus: Jurnal Nispatti focuses on educational studies that explore pedagogical consciousness, learning relations, and the processes through which learners develop values, thinking orientations, and ethical awareness. This focus includes research examining the interactions among educators, learners, knowledge, and socio-cultural contexts that shape meaning-making, understanding, and learning experiences. The journal highlights reflective–empirical and theoretical approaches to pedagogy, covering conceptual developments, educational practices, and analytical studies across general education, faith-based education, and higher education settings. Scope: Jurnal Nispatti welcomes empirical studies, theoretical papers, and literature-based research that deepen the understanding of pedagogical consciousness, learning relations, and the processes by which learners develop values, thinking orientations, and ethical awareness. The journal’s scope encompasses research examining the interactions among educators, learners, knowledge, and socio-cultural contexts as foundations for meaning-making and educational experience. The scope includes (but is not limited to) studies on reflective pedagogy, consciousness-based teaching practices, learning dynamics in multicultural and cross-traditional educational settings, value and character formation, phenomenological or philosophical approaches to education, curriculum analysis grounded in experience and meaning, and investigations of dialogical, ethical, and transformative learning processes. The journal also embraces critical evaluations and the development of educational practices within shifting social, cultural, and technological landscapes, provided they remain aligned with the reflective–empirical and theoretical pedagogy framework.