Journals
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Journal of University Teaching and Learning Practice
Christmas and New Year Notice: Please be aware that the Journal closes from 23 December 2025 until 6 January 2026. Our Editors are volunteers and we encourage them to take a break. Any queries or submissions made during this period may take a little longer to attend to, while editors return in early 2026. We wish you a safe and restful holiday period, and encourage you to take the latest Issue of JUTLP with you to the beach for a read.
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The Journal of University Teaching and Learning Practice (JUTLP) is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
The Journal of University Teaching and Learning Practice seeks well-designed and executed research and theory that changes how people think, and provides evidence-based theories, methods and findings to improve higher education learning and teaching practices. We invite a plurality of theoretical frameworks from across the disciplines to stimulate conversation around different ways of developing learning and teaching practice. We encourage evidence-based practice research situated in the local context and the broader international literature.
Key Journal Statistics
1. 16 days is the average time to first decision for Jan-June 2025.
2. The journal had a 2024 rejection rate of 89%.
3. The average days to first decision was 36 days in 2024.
3. JUTLP is Quartile 1 with a SJR of .909, and ranks #1 in Australian education for 2-year impact, #3 overall.
4. JUTLP has a Scopus CiteScore of 6.2 (Q1, 87th percentile).
5. JUTLP has a 2024 Web of Science ESCI Journal Impact Factor of 4.4 and ranked #43 for Education and Educational Research. -
Australasian Journal of Higher Education
Australasian Journal of Higher Education is an evidence-informed practice-based journal that aims to lead high quality contextual learning and teaching research. The AJHE does not accept open submissions, and instead partners with conferences to enable translation and open-access sharing of local context specific learning and teaching practice for broader dissemination and impact.
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Journal of Education, Innovation and Communication
The Journal of Education, Innovation, and Communication (JEICOM) is a biannual, fully double-blind reviewed, open-access journal, without any costs related to publication, publishing articles from all areas of education, innovation, and communication. JEICOM provides a free and open platform for academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high-quality empirical and theoretical research that is of interest not only to academic readers but also to practitioners.
Aims and Scope
JEICOM aims to advance scholarly and practice-informed understanding of how education, innovation, and communication interact to shape learning, organisational development, and societal transformation. The journal publishes research that contributes rigorous evidence, conceptual insight, or methodological advancement within these fields, including but not limited to teaching and learning processes, educational technologies, social pedagogy, communication practices, organisational innovation, and policy development. JEICOM prioritises studies that demonstrate clear relevance, methodological transparency, and theoretical or applied significance for both academic and professional audiences.Types of Papers
JEICOM publishes original theoretical and empirical research articles, methodological papers, case studies, and book reviews. Submissions must demonstrate scholarly depth and contribute meaningfully to debates in education, communication, innovation studies, and related disciplines. Articles that offer interdisciplinary perspectives or address emerging issues in social pedagogy, educational innovation, or communication practice are particularly encouraged. JEICOM is fully open access with no fees for authors or readers; all intellectual property rights remain with the authors. The journal adheres to the Committee on Publication Ethics (COPE) Code of Conduct and maintains a clear publication ethics and malpractice statement. -
Intelligent Technologies in Education
Intelligent Technologies in Education (ITEd) is dedicated to advancing research in the intersection between intelligent systems/technologies and education, including artificial intelligence, virtual reality, augmented reality, and other innovative tools shaping the future of learning. As technology continues to revolutionise various sectors, this journal serves as a useful platform for researchers, educators, and policymakers to share cutting-edge research, innovative practices, and insightful analyses. The Journal aims to enhance the understanding and application of these technologies in educational settings, fostering a comprehensive dialogue that bridges theory and practice. By promoting interdisciplinary collaboration and highlighting real-world implications, ITEd drives meaningful advancements in educational technology and teaching methods. The Journal’s mission is to publish high-quality research that significantly contributes to the knowledge base and learning and teaching strategies leveraging intelligent technologies to improve learning outcomes. ITEd considers empirical studies, theoretical and conceptual studies, systematic reviews, evidence-based case evaluations, and theory-driven policy review.
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Advancing Scholarship and Research in Higher Education
ASRHE publishes articles that advance scholarly practices and contribute theoretical, methodological and substantive knowledge, relevant to higher education teaching.
The goal of ASRHE is to publish accounts of research studies that inform readers of contemporary and evidence-based scholarly approaches to higher education curriculum, student learning and teaching. The journal welcomes conceptual, qualitative, quantitative and mixed methods studies, written for an international audience. The journal welcomes innovative ways of presenting research and non-traditional forms of academic communication.
ASRHE's ethos is grounded in a relational approach that values empowering researcher development. We seek to provide constructive feedback in a spirit of generosity and kindness.
