Publishing with Mastery: The Journal of Competency-Based Education

About the Journal: 

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Mastery: The Journal of Competency-Based Education is a multidisciplinary academic publication dedicated to advancing evidence-based approaches to competency-based education, assessment, and learning design. Our mission is to bridge theory and practice by connecting researchers, educators, administrators, policymakers, and industry partners in their efforts to develop and implement effective competency-based education models across educational sectors.

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Mastery publishes rigorously peer-reviewed articles, case studies, and pedagogical resources that showcase:

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• Empirical and theoretical research examining competency-based education through diverse methodological lenses that demonstrate measurable learning outcomes

• Evidence-based frameworks and assessment strategies that facilitate authentic demonstration of knowledge, skills, and abilities

• Innovative scholarship that synthesizes insights from learning science, educational technology, and workforce development to enhance competency-based educational models

 

We prioritize work that demonstrates how competency-based approaches—direct assessment, personalized learning pathways, mastery-based progression, flexible pacing, and authentic assessment—lead to more equitable, efficient, and effective educational outcomes. Our aim is to provide a publishing space that encourages reimagining traditional time-based educational models in favor of systems that prioritize demonstrated mastery of clearly defined competencies.

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Through collaborative, cross-sector approaches, Mastery amplifies scholarship that transforms teaching, assessment, and educational policy to address complex challenges in preparing learners for success in rapidly evolving academic and professional landscapes. We welcome submissions from researchers, educators, and practitioners across K-12, higher education, workforce development, and professional certification domains.

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Mastery aims to advance competency-based education through the global exchange of empirically and theoretically grounded knowledge. Practitioner-oriented work, conceptual articles, rigorous academic literature reviews, meta-analyses, and original research exploring approaches for developing, implementing, and scaling competency-based education models are welcomed.

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The journal provides a forum for the rapid dissemination of rigorously peer-reviewed case studies, program evaluations, and commentary on contemporary issues relating to competency-based curriculum design, assessment validation, educational technology integration, and policy considerations. Mastery prioritizes work that demonstrates the value of learning outcomes over seat time and promotes collaboration among diverse educational stakeholders.

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By bridging the divide between traditional and competency-based educational paradigms, Mastery amplifies scholarship and strategies that transform education to address the needs of diverse learners and evolving workforce demands. The journal welcomes diverse methodological approaches that shed light on effective models, assessment frameworks, and emergent trends in competency-based education.

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Editorial Team (and core areas of expertise) - Updates in Progress

(send inquiries and other correspondence to masteryjournal@innovativehumancapital.com)

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• Jonathan H. Westover (Ph.D., University of Utah), Editor-in-Chief - Associate Dean and Director of HR Academic Programs (HR, Change Management, Leadership, Social Impact, Service-Learning, Impact Assessment, Social Change, Quantitative/Qualitative Methods) ​​​​