About the Journal

Pedagogical Inquiry and Practice (PIP) is a new Canadian, peer-reviewed journal of scholarship of teaching and learning (SoTL). It is dedicated to studies of significant educational experience in post-secondary institutions, using a range of theoretical, methodological, and disciplinary approaches. 

SoTL is a field that is interdisciplinary by nature and is organized around its applied and practice-oriented focus. It is grounded in the context of learning, seeing teaching as an ever-evolving and scholarly process that seeks to improve learning. As such, SoTL research often centres on student experiences and participation in their learning processes. 

PIP is focused on the critical inquiry into and reflection of the many elements of SoTL (including but not limited to): assessment, teaching practice, innovative course design, education technology, curriculum, the use of and ethics around artificial intelligence, accessibility and universal design for learning, equity, diversity, and inclusion, and reflective professional practice.  

An important focus for PIP will be the scholarship of teaching and learning coming out of post-secondary classrooms. PIP is housed in a teaching university, so it aims to highlight the value of these teaching-centred institutions. Our journal prioritizes research coming from practice, which can be applied to practice.

Why Publish in PIP?

PIP invites scholars and educators to dip their feet into SoTL. Educators are always thinking about teaching and learning, but the barrier to trying on a new discipline for size can feel overwhelming and difficult to start. PIP is interested in nurturing curiosity about teaching and learning and supporting new inquiries into the field. 

Using a diversity of methodological commitments and approaches, PIP invites authors from all research traditions, disciplines, and paradigms. We encourage authors to ensure their submissions transcend home-disciplinary relevance for our interdisciplinary readership. This commitment to diverse perspectives and approaches makes PIP a place for publishing emerging and practice-oriented research. 

Publication Frequency

PIP will publish our inaugural issue in Spring/Summer 2025 and will be published annually, subsequently. We accept submissions at any time, but submissions received before December 1, 2024, will be prioritized for the inaugural issue. 

From time to time, PIP may publish Special Issues around topics of particular interest. The Editorial Board invites proposals for Special Issues on an ongoing basis.

Peer Review Policy

PIP employs a double-blind peer review process. Reviewers may recommend the work to the Editorial Board for publication, recommend the work not be published, or return it to the author for major or minor revisions. Authors can expect to receive the Board’s decision 6-8 weeks after their work is accepted for review.


This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.

Open Access Statement

PIP provides immediate open access to its published content, with no charges to authors or readers. We believe that SoTL inquiries should be available to educators and students so that the higher education learning experience can be strengthened.

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of Pedagogical Inquiry and Practice. They will not be made available for any other purpose or to any other party.

Cover art generated by Microsoft Copilot (2024).