Aims & Scope

Education, learning and assessment in their full human context.

The journal seeks research that does more than report educational activity. It prioritises work that clarifies a problem, locates it in relevant scholarship, uses methods proportionate to the question, and interprets findings in relation to the people, practices and systems affected.

Core areas

Submissions may address educational assessment and evaluation; applied linguistics and language education; curriculum and materials development; learning and individual differences; talent identification and educational development; teacher education and professional learning; educational technology and artificial intelligence; higher education; educational guidance and decision-making; mixed-methods research; equity, fairness, accessibility and ethics in education.

What the journal values

The journal welcomes empirical studies, theoretically grounded analyses, systematic and integrative reviews, methodological contributions and carefully argued conceptual papers. International relevance does not require the erasure of local context; rather, authors should make explicit what can reasonably be learned from a particular context and what should remain context-bound.

What the journal will avoid

Descriptive manuscripts without a clear scholarly contribution, unsupported novelty claims, deterministic claims about learners or talent, uncritical technological solutionism, and research whose conclusions exceed the design or evidence will not fit the journal’s editorial direction.