Journals

Exploring the meaning and purpose of education, with a focus on innovative pedagogies and a view to new social possibilities through education. Supporting a mission-driven, member-based, scholar-led knowledge community.

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The International Journal of Learner Diversity and Identities investigates the dynamics of learning in diverse communities and classrooms. The journal examines the material, corporeal, and symbolic conditions—class, locale, family circumstances, race, culture, language, and more—that shape how people come to "know". We explore how these demographics intersect with everyday experiences, dispositions, sensibilities, and epistemologies, addressing patterns of inequality or disadvantage. Contributors interrogate how inclusive learning environments enable engagement and participation, and how tailored pedagogies can broaden the horizons of knowing and acting.

By connecting theoretical perspectives with practical strategies, the journal aims to shed light on the challenges and possibilities of learner diversity and enhancing learner equity.

The International Journal of Learner Diversity and Identities is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 26%

Average Publication Time (2024): 287 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-0128 (Print)
ISSN: 2327-2627 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201440
DOI: http://doi.org/10.18848/2327-0128/CGP
Frequency: Biannual
Language English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 5 (2023)
Scopus / SJR: 0.11 (2023)
Educational Curriculum & Methods (Cabell's, Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

The International Journal of Adult, Community, and Professional Learning explores adult learning, from adult basic education to workplace training, and professional learning. This journal addresses the complexities of teaching and learning across settings and recognizes that education can take informal or semiformal forms within workplaces or community groups. We examine how learners come to "know" and "be," building on their existing life experiences and subjectivities. The focus includes the science of education as an interdisciplinary endeavor that draws on sociology, psychology, linguistics, and more, enabling a deeper understanding of how knowledge is organized and transformed.

The International Journal of Adult, Community, and Professional Learning seeks to engage broader questions of how education supports economic, social, and personal transformation, addressing new responsibilities and challenges of lifelong learning in a knowledge society.

The International Journal of Adult, Community, and Professional Learning is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 29%

Average Publication Time (2024): 208 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2328-6318 (Print)
ISSN: 2328-6296 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201524
DOI: http://doi.org/10.18848/2328-6318/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 4 (2023)
Scopus / SJR: 0.13 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

The International Journal of Assessment and Evaluation investigates the logics of educational measurement. It explores questions about how learners come to know and how educators determine the shape and extent of their transformation. The journal investigates the broader contexts in which tests and evaluations operate. This includes critical reflection on standardized testing as well as experimental methods, such as randomized controlled trials. The journal interrogates the promise and limits of measurement tools that gauge recall of established facts while also examining alternative approaches that foreground problem-solving and creativity. Contributors consider how assessment can engage diverse learners, deepen our understanding of what counts as knowledge, and support more inclusive educational designs.

The International Journal of Assessment and Evaluation aims to expand the definition of assessment and evaluation, situating these practices within the changing landscape of education.

The International Journal of Assessment and Evaluation is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 16%

Average Publication Time (2024): 234 Days

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Basics:

Collection Founded: 1995
S Founded: 2013 (Volume 19)
ISSN: 2327-7920 (Print)
ISSN: 2327-8692 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201476
DOI: http://doi.org/10.18848/2327-7920/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 4 (2023)
Scopus / SJR: 0.13 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Journals (ProQuest), Education Source (EBSCO), Genamics, Scopus (Elsevier), Ulrich's Periodicals Directory

The International Journal of Early Childhood Learning investigates the dynamics of learning in the first seven years of life, including documentation of early childhood learning practices and exegeses of the effects of those practices. This period is a crucial window for understanding how learning capacities develop, revealing the fundamental ways in which learners engage with each other, their natural environment, and cultural contexts. The journal examines how the youngest learners experience pedagogy, from everyday interactions to more formalized educational settings, reflecting the broader discourse that positions education at the center of social and personal transformation.

The International Journal of Early Childhood Learning explores how early experiences shape learning and asks how we can design inclusive and transformative environments that support every child’s journey to becoming a knowledgeable and engaged participant in society.

The International Journal of Early Childhood Learning is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 34%

Average Publication Time (2024): 256 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-7939 (Print)
ISSN: 2327-8722 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201477
DOI: http://doi.org/10.18848/2327-7939/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 4 (2023)
Scopus / SJR: 0.16 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Educational Technology & Library Science (Cabell's), Education Journals (ProQuest), Education Source (EBSCO), Genamics, Scopus (Elsevier), Ulrich's Periodicals Directory

The International Journal of Educational Organization and Leadership inquires into the nature and processes of effective educational administration and leadership. This journal is interested in how institutions of learning—schools, colleges, universities, and beyond—are designed to nurture and transform knowledge. Organizational frameworks, institutional cultures, and leadership strategies that shape pedagogy, curriculum, and assessment are explored. Adopting an interdisciplinary perspective, the journal offers historical, sociological, and psychological lenses to examine educational leadership. Topics include strategies for fostering teacher collaboration, implementing inclusive policies for learner diversity, and engaging educational communities through participatory governance and accountability.

The International Journal of Educational Organization and Leadership investigates local practices and broader systemic conditions, shedding light on how effective organization and leadership may enhance educational quality, address inequalities, and fulfill education’s promise as a transformative force for social improvement in a changing, knowledge-driven world.

The International Journal of Educational Organization and Leadership is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 25%

Average Publication Time (2024): 232 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2329-1656 (Print)
ISSN: 2329-1591 (Online)
LCCN Permalink: https://lccn.loc.gov/2013201541
DOI: http://doi.org/10.18848/2329-1656/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 6 (2023)
Scopus / SJR: 0.14 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's)
Education Source (EBSCO)
Education Journals (ProQuest)
Genamics
Scopus (Elsevier)
The Australian Research Council (ARC)
Ulrich's Periodicals Directory

The International Journal of Learning in Higher Education presents studies of learning at college and university levels, including teacher education. It examines how systematic, formal learning takes place in institutions designed to cultivate advanced knowledge and professional capacities. The journal explores curriculum design, pedagogical strategies, and assessment methods that foster transformative experiences for learners and educators alike. Drawing on education as an interdisciplinary science, it focuses on instruction, the broader institutional contexts of universities, and the shifting demands of a knowledge economy.

By linking theoretical perspectives to contemporary practice and addressing pressing global imperatives, The International Journal of Learning in Higher Education aims to illuminate how higher education can foster new kinds of productive workers, engaged citizens, and fulfilled individuals in a rapidly changing global environment.

The International Journal of Learning in Higher Education is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 17%

Average Publication Time (2024): 194 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-7955 (Print)
ISSN: 2327-8749 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201478
DOI: http://doi.org/10.18848/2327-7955/CGP
Frequency: Biannually
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 6 (2023)
Scopus / SJR: 0.15 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Research Complete (EBSCO), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

The International Journal of Literacies investigates the processes of reading, writing, and communication from traditional texts and emerging digital, multimodal contexts. This journal examines how curriculum design, pedagogy, and learner identity intersect with diverse social, cultural, and technological factors to shape literacy practices. It addresses the challenges and opportunities presented by new communication forms, including expanded possibilities for creativity and collaboration in social meaning-making. Studies explore how literacy education can connect learners with dynamic modes of expression, preparing them for active participation in emerging social, economic, and civic demands.

By integrating theoretical perspectives and reflective practices, The International Journal of Literacies aims to illuminate the transformative potential of literacies in shaping participatory and connected communities across diverse local and global contexts.

The International Journal of Literacies is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 34%

Average Publication Time (2024): 208 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-0136 (Print)
ISSN: 2327-266X (Online)
LCCN Permalink: http://lccn.loc.gov/2013201441
DOI: http://doi.org/10.18848/2327-0136/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 4 (2023)
Scopus / SJR: 0.11 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

The International Journal of Pedagogy and Curriculum explores the processes of designing and implementing learning experiences and the dynamics of learning. Its scope encompasses pedagogy and the organization of knowledge into subjects and topics that characterize the curriculum. The journal addresses how these frameworks take shape within diverse educational contexts, from early childhood to adult settings, highlighting the interplay of disciplinary knowledge and innovative teaching methods. Traditional and emerging pedagogical practices are examined, connecting theoretical perspectives with research-driven insights.

The International Journal of Pedagogy and Curriculum considers how pedagogy and curriculum can be deliberately designed to support transformative learning.

The International Journal of Pedagogy and Curriculum is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 28%

Average Publication Time (2024): 222 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-7963 (Print)
ISSN: 2327-9133 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201479
DOI: http://doi.org/10.18848/2327-7963/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 5 (2023)
Scopus / SJR: 0.1 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

The International Journal of Science, Mathematics, and Technology Learning offers studies of best practices in teaching and learning these key disciplines. Through a metadisciplinary lens, it investigates how pedagogy, curriculum, and educational design can foster deeper engagement, critical thinking, innovation, and creativity. The journal addresses the dynamics of "knowing": how learners develop new capacities, apply conceptual understandings, and transform their horizons of action. It draws on multiple disciplinary strands—cognitive science, linguistics, sociology, and psychology—to explore the broader implications of educational interventions. This includes research into how diversity, cultural contexts, and institutional frameworks affect learning outcomes in science, mathematics, and technology. Contributors examine both formal educational settings and informal or semiformal environments where learners engage with digital tools, experiments, and real-world problems.

By integrating theoretical analysis and evidence-based practice, the journal sheds light on how we might design new learning that positions these disciplines at the core of a knowledge society.

The International Journal of Science, Mathematics, and Technology Learning is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 17%

Average Publication Time (2024): 220 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-7971 (Print)
ISSN: 2327-915X (Online)
LCCN Permalink: http://lccn.loc.gov/2013201480
DOI: http://doi.org/10.18848/2327-7971/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 4 (2023)
Scopus / SJR: 0.21 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), Ulrich's Periodicals Directory

The International Journal of Technologies in Learning explores the role of technologies in learning and processes of learning about and through technologies. It examines how diverse tools—digital media, interfaces, online platforms—shape and expand opportunities for engagement, collaboration, and knowledge creation. The journal investigates the microdynamics of pedagogy and curriculum where technology is integral, addressing questions of access, equity, and new forms of meaning-making. We connect theoretical perspectives from cognitive science, semiotics, and sociology, with reflections on practice, considering how designed interventions support meaningful learning experiences. Contributors critically analyze how the mind, mediated by cultural and technological conditions, transforms in formal and informal contexts.

The journal positions technologies in learning as central to shaping transformative educational possibilities in a rapidly changing knowledge society.

The International Journal of Technologies in Learning is a Hybrid Open Access journal. We offer various pathways to make your research accessible and make accessibility affordable. Please see our Open Access Statement and Journal Author Rights & Permissions support page for more information.

Acceptance Rate (2024): 20%

Average Publication Time (2024): 230 Days

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Basics:

Collection Founded: 1995
Title Founded: 2013 (Volume 19)
ISSN: 2327-0144 (Print)
ISSN: 2327-2686 (Online)
LCCN Permalink: http://lccn.loc.gov/2013201442
DOI: http://doi.org/10.18848/2327-0144/CGP
Frequency: Biannual
Language: English

Editors / Board:

Editor: Bill Cope, The University of Illinois, Urbana-Champaign, USA; Mary Kalantzis, The University of Illinois, Urbana-Champaign, USA
Editorial Board
Contact: editor@thelearner.com

Indexing:

H-Index: 6 (2023)
Scopus / SJR: 0.14 (2023)
Educational Curriculum & Methods (Cabell's), Educational Psychology & Administration (Cabell's), Educational Technology & Library Science (Cabell's), Education Source (EBSCO), Education Journals (ProQuest), Genamics, Scopus (Elsevier), The Australian Research Council (ARC), Ulrich's Periodicals Directory

Association of American Publishers

The Association of American Publishers (AAP) is the largest U.S. trade association for the consumer, educational, professional and scholarly publishing industry. Our more than 400 member organizations include U.S.-based multinational corporations, independent publishers, university presses, nonprofit publishers, professional and scholarly societies and industry service providers.

Association of Learned and Professional Society Publishers

Association of Learned and Professional Society Publishers (ALPSP) is an international membership trade body that supports and represents not-for-profit organizations and institutions that publish scholarly and professional content. With over 300 members in 30 countries, membership also includes those that work with these publishers.

The Society for Scholarly Publishing

The Society for Scholarly Publishing (SSP), founded in 1978, is a nonprofit organization formed to promote and advance communication among all sectors of the scholarly publication community through networking, information dissemination, and facilitation of new developments in the field.

Crossref

Crossref is a not-for-profit membership organization for scholarly publishing. Crossref and its members work to make content easy to find, link, cite, and assess by using online tools and services to improve research communications. Crossref's goal is to be a trusted collaborative organization with broad community connections; authoritative and innovative in support of a persistent, sustainable infrastructure for scholarly communication.

United Nations Sustainable Development Goals Publishers Compact

We are proud to be a signatory to the United Nations Sustainable Development Goals Publishers Compact. Launched in collaboration with the International Publishers Association, the compact “features 10 action points that publishers, publishing associations, and others can commit to undertaking in order to accelerate progress to achieve the Sustainable Development Goals (SDGs) by 2030. Signatories aspire to develop sustainable practices and act as champions of the SDGs, publishing books and journals that will help inform, develop and inspire action in that direction.”

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Journal Collection

Exploring the meaning and purpose of education, with a focus on innovative pedagogies and a view to new social possibilities through education. Supporting a mission-driven, member-based, scholar-led knowledge community.

The International Journal of Learner Diversity and Identities

Acceptance Rate (2024): 26%

Average Publication Time (2024): 287 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Adult, Community and Professional Learning

Acceptance Rate (2024): 29%

Average Publication Time (2024): 208 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Assessment and Evaluation

Acceptance Rate (2024): 16%

Average Publication Time (2024): 234 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Early Childhood Learning

Acceptance Rate (2024): 34%

Average Publication Time (2024): 256 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Educational Organization and Leadership

Acceptance Rate (2024): 25%

Average Publication Time (2024): 232 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Learning in Higher Education

Acceptance Rate (2024): 17%

Average Publication Time (2024): 194 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Literacies

Acceptance Rate (2024): 34%

Average Publication Time (2024): 208 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Pedagogy and Curriculum

Acceptance Rate (2024): 28%

Average Publication Time (2024): 222 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Science, Mathematics and Technology Learning

Acceptance Rate (2024): 17%

Average Publication Time (2024): 220 Days

Basics:

Editors / Board:

Indexing:

The International Journal of Technologies in Learning

Acceptance Rate (2024): 20%

Average Publication Time (2024): 230 Days

Basics:

Editors / Board:

Indexing:

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Association of Learned and Professional Society Publishers

The Society for Scholarly Publishing

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United Nations Sustainable Development Goals Publishers Compact

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