Focus and Scope

Ceddi Journal of Education (CJE) publishes original research articles on educational innovation and the development, implementation, and evaluation of approaches and technologies supporting teaching, learning, assessment, and educational services. The journal advances evidence-based knowledge to improve educational processes and practices.

CJE connects pedagogical innovation with the use of technology in learning environments and educational institutions. Studies must address a clearly defined educational problem and explain their contribution to educational research or practice. Research on curriculum, teacher development, educational psychology, and educational management must directly relate to the areas specified below.

The journal's scope includes:

  1. Pedagogical Innovation and Instructional Design: Development, implementation, and evaluation of instructional approaches, learning models, curricula, and learning materials addressing specific teaching and learning needs.
  2. Educational Technology and Digital Learning: Design, implementation, and evaluation of digital learning environments, web-based and mobile learning, blended and distance learning, interactive multimedia, augmented and virtual reality, simulations, and virtual laboratories.
  3. Gamification and Game-Based Learning: Development and evaluation of game elements and educational games supporting learning processes, motivation, engagement, knowledge, or skills.
  4. Artificial Intelligence and Learning Analytics in Education: Applications and evaluation of artificial intelligence and educational data analysis supporting teaching, learning, feedback, assessment, learner support, or educational decision-making.
  5. Educational Assessment and Evaluation: Instrument development and validation, formative and summative assessment, digital examinations, feedback systems, and evaluation of educational interventions and programs.
  6. Teacher Development and Learner Processes: Teacher preparation and professional development related to pedagogical innovation, digital competence, and assessment literacy; and studies of motivation, engagement, self-regulation, and other learner processes directly connected to these areas.
  7. Educational Management and Technology-Supported Services: Development, implementation, and evaluation of management practices and information systems addressing educational service needs. Relevant areas include student admissions, academic administration, school–family communication, access to library and learning resources, student guidance, and school-based student protection. Studies must examine the educational service problem, stakeholder needs, and the contribution of the proposed approach to service processes or outcomes.

Educational Contexts

Studies may address early childhood, primary, secondary, vocational, higher, and non-formal education, including community-based learning. Research in disciplinary areas such as STEM, languages, social sciences, or religious education is considered when its principal contribution concerns teaching, learning, assessment, or educational services within the journal's scope.

Requirements for Technology and Information Systems Studies

Technology and information systems studies must evaluate their educational relevance using methods and indicators appropriate to their objectives. Depending on the research questions, evaluation may examine learning processes or outcomes, assessment quality, access to learning resources, educational service performance, implementation processes, or stakeholder experiences.

Technical functionality, software usability, or algorithm performance alone is insufficient. User perceptions may inform an evaluation, but they must be distinguished from demonstrated improvements in learning, service effectiveness, safety, or other outcomes. Preliminary studies must clearly identify their exploratory purpose, limitations, and the extent of the evidence provided. Claims must remain proportionate to the study design and findings.

Outside the Scope

The journal does not consider general software development, business or public administration applications, or technical studies without a substantive connection to teaching, learning, assessment, or educational services. Conducting research in a school or university, using students as participants, or including educational level as a variable does not, by itself, establish suitability for CJE.