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It is very exciting to present a new issue of our e-journal, entitled EJESS [European Journal of Educational & Social Sciences], [Vol. 4 (1), May 2019], to the interdisciplinary literature. Every issue provides new ambitions and motivation for us to reach a better journal, thanks to your fruitful and motivational support, collaboration and encouragement.EJESS aims to present original research on educational and social sciences in an interdisciplinary perspective covering sociology, education, psychology, politics, theology, anthropology, law, literature, linguistics, philosophy, history, human geography etc. The journal also seeks for opportunities to broaden its partners, reviewers and organizations. EJESS now supports Eurasian Conference on Language and Social Sciences (ECLSS2019), as a trigger to reach enlarged context. Papers utilizing and/or following interdisciplinary perspectives are highly welcomed and encouraged. It is of interest and open to all researchers, academics, and those people concerned with mediating research findings to practitioners.

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This paper surveys the pedagogical research that has been published in the European Journal of Contemporary Education up to this point since it was launched in 2012. It examines the key stages in the development of this periodical, briefly goes over the key pedagogical issues in presentday education systems explored in it over the period, outlines its periodicity, and furnishes some relevant statistical data. The work covers the research published in the journal in the period from its launch (September 2012) to its beginning to be indexed in Scopus (March 2016) and from then on to the present (June 2022). Information is provided about the journal's editorial board and its peerreview process. In addition to describing the key stages in the development of the European Journal of Contemporary Education, its philosophy, mission, goals and objectives as a scholarly publication, and the challenges and prospects for it, the paper also provides relevant information relating to statistics, citation rates, and scholarly merit.

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During the last few years further education has been confronted by a developing crisis in resources caused by the government cutbacks in public expenditure. Although the universities have experienced a certain number of cuts, they are facing a crisis fundamentally different in character from that of the public sector. Universities are faced by a developing crisis of purpose, because their functions have been defined traditionally in terms that are self-justifying, superior to public criticism and divorced from social need. Increasing numbers of people are questioning the philosophy of university education, which is based on concepts such as 'impartiality', 'knowledge for its own sake', 'excellence', and 'scholarship'. Such questioning is both desirable and necessary, since these concepts provide a theoretical justification for universities to exclude the vast majority of the population, and restrict entry to a small minority; it also helps us to see whether universities are serving the needs of those who do succeed in gaining entry to them. The elitists claim that specialization in degree-level work sharpens the mind and gives the individual new skills in methods of assimilating and applying knowledge. While the intellectual skills associated with degree courses may assist students in problem-solving, they provide no moral or political framework within which students can evaluate their own expectations and relate these to perceived social needs.

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