Language Teaching Futures is a peer-reviewed international journal dedicated to advancing research and critical scholarship on the evolving landscapes of language education. The journal aims to explore forward-looking, innovative, and research-informed perspectives on the future of language teaching and learning across diverse contexts.

We welcome original contributions that examine the trajectories, transformations, and challenges in language education, particularly as they relate to:

• Futures thinking in language learning and teaching
• Sustainability and ecological approaches in language education
• Psychological and cognitive dimensions of second language acquisition (SLA) and pedagogy
• The teaching and learning of L2 skills (e.g., vocabulary, reading, listening, grammar)
• The evolving roles and futures of subfields such as pragmatics, English for Academic Purposes (EAP), English for Specific Purposes (ESP), and their pedagogical implications
• Artificial Intelligence (AI) and technological innovation in language education, including AI-powered tools, digital games, gamification strategies, immersive technologies (e.g., AR/VR), intelligent tutoring systems, and other innovative platforms for teaching, learning, and assessment

The journal encourages interdisciplinary approaches that draw from applied linguistics, education, psychology, future studies, and digital innovation. We prioritize submissions that not only contribute to current knowledge but also anticipate shifts in pedagogical paradigms, learner needs, technological integration, and policy development.

Language Teaching Futures serves as a platform for researchers, educators, and policymakers seeking to critically engage with the forces shaping the future of language education globally.