Ceddi Journal of Education (CJE) is an international, open-access, double-blind peer-reviewed journal publishing original research articles on educational innovation, technology-enhanced learning, educational assessment, and technology-supported educational management and services. The journal advances evidence-based knowledge to improve teaching, learning, assessment, and educational services.
CJE welcomes studies across early childhood, primary, secondary, vocational, higher, and non-formal education, including community-based learning. All studies must address a clearly defined educational problem and provide evidence appropriate to their research objectives. Technical functionality, software usability, or algorithm performance alone is insufficient. Manuscripts must be written in English, must not have been previously published, and must not be under consideration elsewhere.
CJE provides immediate open access to all published articles without subscription, access charges, registration requirements, or embargo. Authors retain copyright, and articles are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. Readers may access and reuse articles in accordance with the license terms, including proper attribution.
The journal is accredited at Rank 5 (SINTA 5) under the Decree of the Director General of Higher Education, Research, and Technology of the Republic of Indonesia, Decree Number 177/E/KPT/2024.
All submissions undergo initial editorial screening, including textual similarity checking using Turnitin. Similarity reports are interpreted in context and are not used as the sole basis for editorial decisions. Suitable manuscripts undergo double-blind peer review by at least two independent external reviewers with relevant expertise and no conflicts of interest. The Editor-in-Chief makes the final publication decision; if a conflict of interest exists, the Editor-in-Chief delegates the decision to an appropriate editor without that conflict.
All articles accepted in this issue were written or co-written by authors from Indonesia, Finland, Serbia, Kazakhstan, the United States, China, Uzbekistan, and Australia.
All articles published in the Ceddi Journal of Education are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .
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