Journals

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    Journal of University Teaching and Learning Practice

    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. 12 days is the average time to first decision in 2024. 
    2. The journal has a current 2024 desk rejection rate of 86%.
    3. JUTLP has a live 2024 Scopus CiteScore of 5.4, up from 3.6 in 2023 (Q2).
    4. JUTLP has a 2023 Web of Science ESCI Journal Impact Factor of 2.0.

  • 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.

  • Journal of Education, Innovation and Communication

    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’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals.
    JEICOM welcomes theoretical and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome.

    Our eJournal is open access, without any costs for the authors or the readers and all the intellectual property rights of the submitted papers remain with the author.  JEICOM endorses the Code of Conduct of the Committee on Publication Ethics (COPE)   and follows a Publication ethics and malpractice statement.

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    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.