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Contact Name
Taufik Agung Pranowo
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taufikagung@upy.ac.id
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edunesia@upy.ac.id
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Universitas PGRI Yogyakarta Jl. IKIP PGRI I Sonosewu No.117, Sonosewu, Ngestiharjo, Kec. Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55182
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INDONESIA
Educational of Indonesian Journal (Edunesia Journal)
ISSN : -     EISSN : 30479479     DOI : https.//doi.org/10.31316/edunesiajournal.v1i01
Educational of Indonesian Journal (Edunesia Journal) is an academic publication that focuses on the field of education in Indonesia. This journal is an important source of information for researchers, academics, educational practitioners, and parties interested in developing and improving the education system in Indonesia. Edunesia Journal is focused on educational issues that are relevant and important in the Indonesian context. It covers various levels of education, from early childhood education to higher education. This journal covers a variety of topics related to education, including curriculum, teaching methods, school management, educational evaluation, educational technology, educational policy, as well as social and cultural issues in education. Educational of Indonesian Journal (Edunesia Journal) applies a strict peer review process to ensure the quality of published articles. This ensures that each article has been evaluated by experts in the field of education before being published. This journal has a clear aim to make a real contribution to the development of education in Indonesia. The published articles are expected to provide useful insights, solutions or recommendations for educational practitioners and policy makers. Educational of Indonesian Journal (Edunesia Journal) encourages collaboration between researchers, academics and educational practitioners. This can promote a better exchange of ideas and research to improve the quality of education in Indonesia.
Articles 21 Documents
Toward More Equitable Global Publishing: Addressing Challenges for EFL Teachers Majid N. Al-Amri
Edunesia Journal Vol 3 No 01 (2026): Educational of Indonesian Journal (Edunesia Journal)
Publisher : PGRI University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/edunesiajournal.v3i01.10467

Abstract

The globalization of higher education has intensified demands for teachers to engage beyond national borders, with Writing for Publication in Global Contexts (WPGCs) emerging as a key mechanism for professional growth and knowledge exchange. While WPGCs offers significant potential for EFL teachers to contribute to international discourse, foster cross-cultural understanding, and align with national reform agendas such as Saudi Vision 2030, their participation remains limited. Drawing on scholarship in teacher education, multiliteracies, and translingualism, this perspectives paper first contextualizes WPGCs within Saudi Arabia’s teacher education landscape and then critically examines the systemic and individual challenges that hinder EFL teachers’ engagement in global publishing. We conceptualize these challenges across four interconnected domains: knowledge and skill-based, temporal and structural, institutional and socio-cultural, and psychological and attitudinal. The paper argues that addressing these barriers requires coordinated support at the individual, institutional, and policy levels to foster more equitable participation in global academic conversations. Implications for teacher education programs, institutional leadership, and future research are discussed. Keyword: EFL Teachers; Writing for Publication in Global Contexts; Teacher Professional Development; Globalization; Multiliteracies; Academic Publishing

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