About Journal

Journal of Education and Learning (JEL) is an international, double‑anonymized peer‑reviewed, open‑access journal published by the Canadian Center of Science and Education. The journal publishes original research articles, applied studies, and educational articles in the fields of education, learning theory, and pedagogical practice. JEL is indexed with ERIC (Education Resources Information Center), sponsored by the Institute of Education Sciences of the United States Department of Education.

Authors are encouraged to submit complete, original, unpublished manuscripts that are not under review by any other journal. All published articles are freely available online.

Focus and Scope

Journal of Education and Learning publishes theoretical, empirical, methodological, and applied scholarship on how people learn, how teaching is designed, and how educational institutions and systems support learning. Areas of interest include educational psychology and cognitive development; curriculum; instructional strategies and classroom practice; technology and digital learning; learning theories, motivation, and engagement; assessment and measurement; special and inclusive education; teacher education and professional development; adult and lifelong learning; multicultural education and equity; and educational policy, planning, and administration.

Research articles should identify an education or learning problem, use transparent methods, and explain the significance of findings beyond one setting. Methods and measurement papers must establish validity and practical or scholarly value. Reviews should define their evidence base and produce a critical synthesis. Practice and educational articles must document the intervention, context, outcomes, and limits of transfer. Interdisciplinary work with psychology, sociology, neuroscience, communication, or computing is welcome when the principal contribution concerns education or learning.

Studies that only use students, teachers, schools, or learning platforms as convenient data sources, generic technology-acceptance surveys, and unevaluated program descriptions are excluded.