Journal of Education and Learning Science is a journal in the EJSIR Publisher programme, focused on Education and Learning Science. Its scope is organized into academic sections covering Learning Sciences, Educational Technology, Assessment & Measurement, Higher Education, STEM Education, Teacher Education, Curriculum Studies, Digital Learning, AI in Education and Education Policy. This structure helps authors assess disciplinary fit and gives readers a clear route through the journal’s subject coverage. The journal welcomes original research article, review article, systematic review, short communication and other contributions described in its author guidance when they fit the scope. Research may use classroom or field studies, experiments, surveys, interviews, learning analytics, design-based research, assessment validation or evidence synthesis. Authors should explain recruitment, learning measures, instructional context and analytical choices, and protect participants’ privacy and welfare. Authors should engage relevant scholarship, explain the contribution and report limitations needed for critical assessment. Editorial assessment considers journal fit, methodological or interpretive quality, research integrity and clarity. The stated review model is double-anonymous peer review, normally with at least two independent reviewers. Publisher policies on ethics, access, authorship, conflicts, data and corrections apply alongside this journal’s scope. Submission information is provided on this site; manuscripts can be submitted only after the journal’s submission route opens.
Choose the area that best describes the manuscript’s main scholarly contribution, then review the linked section scope. A topic match is a starting point; authors should also check the complete aims and scope.
This section covers learning sciences within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers educational technology within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers assessment & measurement within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers higher education within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers stem education within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers teacher education within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers curriculum studies within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers digital learning within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers ai in education within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →This section covers education policy within education and learning science. It welcomes foundational questions, methodological contributions and well-supported applications that make a clear scholarly contribution. Authors should identify the problem, explain why the chosen approach is suitable, and report the sources, methods, assumptions or evidence needed for readers to assess the work.
Read this area’s section scope →