Presents a distinct scholarly question and original findings, with methods, analysis and evidence reported in enough detail for critical assessment.
Aims & Scope
EJSIR Journal of Education and Learning Science
Examines education, learning sciences, pedagogy, assessment and educational technology across formal and informal settings. Research should define the learners and instructional context, use appropriate measures or interpretive methods and report ethical safeguards and limitations.
Journal aim and scope
The journal aims to publish research that improves understanding of learning, teaching and educational systems. It welcomes theory, methods and applied studies when findings are grounded in the educational context and claims about learning or intervention effects are supported by the design. The central contribution should fit at least one of the journal’s academic sections and be meaningful to readers in education and learning science.
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 define the research question, connect the approach to the question, describe sources or materials and analytical choices, and provide enough information for critical assessment. Interdisciplinary work is welcome when its relevance to the journal is clear and the methods used for each component are explained.
Interpretations and claims should follow from the reported evidence. Authors should identify uncertainty, limitations and alternative explanations where relevant, and distinguish demonstrated results from implications or future work. Studies involving people, animals, sensitive data or protected material should describe applicable ethics, consent, privacy and permissions.
Claims of learning effectiveness without suitable outcomes or comparison, technology descriptions without educational evaluation, and studies that omit relevant participant protections fall outside scope. Manuscripts outside the listed sections or lacking an assessable scholarly contribution may be declined at editorial screening. The section descriptions below provide more detailed guidance on topic fit.
Academic sections
The scope is organized into named sections so authors can identify the closest disciplinary route. Review each section description before selecting a journal.
Learning SciencesEducational TechnologyAssessment & MeasurementHigher EducationSTEM EducationTeacher EducationCurriculum StudiesDigital LearningAI in EducationEducation Policy
Article types
Article type does not by itself determine suitability. The manuscript must fit the journal’s subject scope and meet the relevant standards for evidence, reporting, ethics and transparency.
Synthesizes relevant scholarship to clarify the state of knowledge, compare interpretations and identify well-supported questions for further study.
Uses a clearly defined question and reproducible search, selection and synthesis methods, with the evidence base and limitations reported transparently.
Reports a focused result, observation or method whose concise presentation is useful to the field and supported by appropriate evidence.
Describes a practical method, instrument, workflow or technical refinement, explaining its operation, context and performance or validation.
Develops a reasoned scholarly interpretation of an important topic, distinguishing evidence from opinion and acknowledging relevant uncertainty.
Introduces a research dataset, software or other scholarly resource, documenting its provenance, structure, access conditions and quality checks.