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Current Edition
Policy in Action
Governors and state leaders play a crucial role in shaping adult education programs through innovative policies, strategic investments, and cross-sector partnerships. Emphasizing the role of state-level leadership in enhancing adult education systems, this edition features examples of coordinated approaches that connect adult learners to education, training, and pathways to quality employment
Keywords: adult education, workforce, policy, adult literacy, adult skill building
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Submit an Article
Submit an Article
Submit an Article
The COABE Journal is a theme-oriented, practitioner-focused publication released twice a year. For the Spring 2026 edition, we invite contributions from adult education professionals that share best practices, research, innovations, reflections, and reviews under the theme: Financial Literacy for Adult Learners
This edition will examine the crucial role of adult education in equipping adults with the skills and knowledge necessary to manage their finances effectively. Financial literacy skills—such as budgeting, saving, credit management, debt reduction, and digital finance—are essential for adults managing employment, household budgets, and long-term financial planning.
COABE serves educators who work with adults across a wide range of programs, including adult basic education (ABE), English for Speakers of Other Languages (ESOL), high school equivalency, workforce readiness, and vocational training. We seek articles that share research, best practices, case studies, instructional strategies, policy insights, and first-hand reflections that illustrate the positive impact of financial education on individuals and their communities.
Submissions are welcomed from practitioners, researchers, policymakers, and adult learners themselves.
The submission deadline is November 17, 2025.
Suggested Topics
Practice & Innovation
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Methods for integrating financial literacy into standard, non-financial focused adult basic education, ESOL, HSE, or workforce curricula
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Innovative approaches to teaching financial concepts and money management in adult education settings that might include:
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Project-based learning
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Technology integration, such as websites, apps, or gamification
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Equity & Access
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Addressing the financial literacy needs of immigrants, refugees, and underserved populations
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Culturally relevant strategies for teaching financial literacy concepts
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Expanding access to banking and financial tools for unbanked or underbanked communities
Life Transitions & Resilience
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Financial education for adults navigating job loss, divorce or separation, reentry, or retirement
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Supporting contract or other non-traditional earners through financial skills development
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Teaching resilience through emergency savings and risk management strategies
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Understanding the use and potential downside of credit, credit cards, and loans
Workforce Development Connections
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Integrating financial literacy into Integrated Education and Training (IET) programs
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Financial literacy as a component of workforce readiness and career pathways
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Linking entrepreneurship and small business training with financial education
Policy, Research, & Impact
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Evaluating financial literacy programs in adult education, including their outcomes and metrics
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Partnerships between adult education, nonprofits, and financial institutions
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Case studies of community-based financial literacy initiatives
Reflections
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First-hand stories from practitioners and students highlighting the personal and community impact of financial literacy education
Introduction
Submission Guidelines
Instructional Practices and Learner Engagement / Program Development and Innovations
(Double-Anonymous Peer Review) submissions should focus on best innovative practices for engaging learners in instructional settings and/or programs with unique characteristics or innovative characteristics that yield exceptional adult learner outcomes. These articles should provide evidence of effectiveness and positive impact on adult learners so that administrators and practitioners can replicate such innovations in their practice. Authorship is limited to those who have made substantive contributions to the manuscript and should be capped at five. Submissions should range between 2,000 and 5,000 words.
Original Research and Theory to Practice
(Double-Anonymous Peer Review) submissions include original quantitative and qualitative research and/or the effective integration of educational theory to practice. These pieces aim to inspire others to apply these findings and/or practices to their adult education settings or contexts. Authorship is limited to those who have made substantive contributions to the manuscript and should be capped at five. Submissions should range between 3,000 and 5,000 words.
Innovative/Effective Material Integration
(Double-Anonymous Peer Review) submissions should focus on innovative or cutting-edge practices that integrate print, electronic, software, or other technologies that demonstrate effective student understanding and outcomes. Manuscripts should present concise overviews of the technologies/materials, including relevant publications, URLs, or other information for accessing the resource. Readers should be able to effectively integrate these materials into their adult education settings, expecting similar learner impact and outcomes. Authorship is limited to those who have made substantive contributions to the manuscript and should be capped at three. Submissions should range between 1,500 and 2,500 words.
Reflection Essays
(Editorial Review) include thoughtful discussions on issues (societal, policy, political, theoretical, etc.) and their impact on adult education administrators, practitioners, learners, or other stakeholders. These pieces may be written in first-person narrative form to provoke thoughtful reflection in the reader. Authorship is limited to two. Submissions should range between 1,000 and 1,200 words.
Review Essays
(Editorial Review) should discuss recently published books, instructional materials, or online instructional resources (websites, YouTube, TED Talks, etc.) that adult education administrators, practitioners, learners, or other stakeholders might find useful in their practice. These materials may include commercially available resources; however, such reviews should focus on the utility of the materials in adult education settings and should not be submitted by the resources’ author, an employee, or an affiliate of the project or publisher. Authorship is limited to two. Submissions should range between 800 and 1,200 words. If you wish to submit a reflection piece, please contact journal@coabe.org before you begin writing. This is an important step in the process.
Each submission should be written in APA 7th edition style format and also include:
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A 200-word abstract giving an overview of what the article will cover.
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A minimum of five keywords that researchers can use to find the article in the future.
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A 50-100 word bio of each author, written in the third person.
The submission deadline is November 17, 2025.
Journal Editorial & Peer Review Processes
