Aim & Scope

Educational Sciences: Theory & Practice is an international scientific journal for the publication of high-quality research covering all aspects of education and education-related topics.

The aim and scope of the journal is to publish research articles that are of international significance across educational contexts in terms of design, method, and/or findings. The journal’s goal is to publish high quality papers focused on education from a very broad perspective.

Educational Sciences: Theory & Practice publishes peer-reviewed research reports focused on Education, Educational and Developmental Psychology, Didactics, Technology in Education and other related fields, bringing together research conducted within a variety of different disciplines. The journal welcomes submissions focused on any educational stage, including Early Childhood, Primary, Secondary and Higher Education.

Studies that clearly contribute to the current knowledge of education and its effects on institutions, society, and social policy are given priority. Educational Sciences: Theory & Practice publishes mostly empirical quantitative reports with sophisticated methodology and data analyses. Priority is also given to systematic reviews and meta-analyses.

Journal Metrics

“Source Normalized Impact per Paper (SNIP) measures contextual citation impact by weighting citations based on the total number of citations in a subject field.” Journal Metrics, Scopus
“SCImago Journal Rank (SJR) is a prestige metric based on the idea that all citations are not created equal.” Journal Metrics, Scopus
The Impact Factor measures the average number of citations received in a particular year by papers published in the journal during the two preceding years. ©Journal Citation Reports 2017, Published by Thomson Reuters
To calculate the 5-year Impact Factor, citations are counted in 2016 to the previous five years and divided by the source items published in the previous five years. ©Journal Citation Reports 2016, Published by Thomson Reuters

Ranked #212/235 in Education & Educational Research