About the Journal

Innovations in Education, Learning & EdTech (IEL&E) is an open-access, peer-reviewed journal that provides a dynamic platform for researchers, practitioners, and policymakers focused on advancing the science and practice of learning.

The journal promotes interdisciplinary understanding by integrating perspectives from education, learning sciences, psychology, human–computer interaction, and computer science to address contemporary challenges in teaching, learning, and educational technology.

IEL&E’s primary objective is to advance empirical and theoretical knowledge that improves learner outcomes, instructional quality, and educational equity in a rapidly changing world. By connecting academic research with real-world applications, the journal fosters impactful studies that inform pedagogy, policy, and sustainable education systems.

The journal welcomes original contributions, including theoretical frameworks, empirical research, case studies, and comprehensive review articles. Areas of interest include (but are not limited to):

• Learning sciences, cognition, motivation, and metacognition
• Instructional design and learning experience design (LxD)
• Educational data mining & learning analytics
• AI in education; adaptive and personalized learning
• Assessment, feedback, and competency-based learning
• Online, blended, and hybrid learning models; MOOCs
• EdTech UX/usability and human–computer interaction
• Inclusive education, accessibility, and Universal Design for Learning (UDL)
• AR/VR/XR, simulations, and serious games for learning
• Teacher professional development & digital pedagogy
• EdTech policy, ethics, privacy, and governance

IEL&E is published under an open-access model, ensuring that all articles are freely accessible worldwide without subscription barriers.

The journal operates under the Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to read, share, and reproduce content in any format with proper citation of the original work.

View CC BY 4.0 License

All submissions undergo a rigorous double-blind peer-review process to maintain the highest academic and ethical standards.

The editorial board consists of experienced scholars and researchers across education, learning sciences, psychology, HCI, and computing, committed to quality, originality, and scholarly integrity.

• Original Research Articles
• Theoretical and Conceptual Papers
• Review and Meta-Analytic Studies
• Case Studies and Applied Research Reports
• Short Communications and Commentary Articles