Aims and Scope
The Journal of Teaching and Learning Studies (JTLS) is an international, peer reviewed, open access journal dedicated to advancing knowledge on teaching, learning, and instructional improvement across all educational levels and contexts.
The journal publishes high quality empirical, theoretical, methodological, and review studies that contribute to understanding how teaching and learning can be designed, implemented, assessed, and improved. JTLS welcomes interdisciplinary research that integrates perspectives from curriculum and instruction, educational psychology, learning sciences, assessment, educational technology, and related fields to inform evidence based educational practice and policy.
The journal particularly encourages manuscripts addressing, but not limited to, the following topics:
- Teaching methods and instructional strategies
- Teaching models and instructional design
- Curriculum development, implementation, and evaluation
- Teaching planning and learning design
- Learning theories and learning sciences
- Student learning, achievement, and academic success
- Motivation, engagement, self regulated learning, and metacognition
- Classroom assessment, feedback, and evaluation
- Factors influencing teaching and learning
- Learning environments, including face to face, online, blended, and hybrid learning
- Artificial intelligence and digital technologies for teaching and learning
- Teacher education and professional development
- Inclusive, equitable, and culturally responsive teaching
- Evidence based educational practices
- Comparative and international perspectives on teaching and learning
JTLS welcomes quantitative, qualitative, mixed methods, experimental, quasi experimental, longitudinal, systematic review, meta analysis, and methodological studies that provide meaningful contributions to research, educational practice, and policy.
