Focus and Scope
Focus and Scope
International Education Trend Issues (IETI) is an international, peer-reviewed scholarly journal that publishes high-quality research on emerging trends, innovations, policies, and contemporary challenges in education. The journal aims to advance theoretical, empirical, methodological, and policy-oriented knowledge that contributes to the improvement of educational systems, institutions, teaching practices, and learning outcomes across diverse national and international contexts.
The journal welcomes original research within, but not limited to, the following areas:
- Teaching, learning, and pedagogical innovation
- Curriculum development and curriculum reform
- Educational technology, artificial intelligence, and digital transformation in education
- Teacher education and professional development
- Educational leadership, administration, and management
- Educational assessment, measurement, and evaluation
- Educational policy, governance, and reform
- Inclusive education, equity, diversity, and accessibility
- Comparative and international education
- Higher education and institutional development
- Student learning, engagement, development, and well-being
- Education for sustainable development and global citizenship
- Educational psychology and learning sciences
- Innovation and evidence-based practices in education
IETI prioritises manuscripts that demonstrate originality, methodological rigour, international or broader scholarly relevance, and a clearly articulated contribution to existing knowledge. Studies should be grounded in relevant literature and should provide substantive theoretical, empirical, methodological, or practical implications.
The journal accepts quantitative, qualitative, mixed-methods, experimental, quasi-experimental, longitudinal, comparative, systematic review, meta-analysis, and other rigorous research approaches appropriate to the research objectives.
Purely descriptive manuscripts, manuscripts with insufficient methodological foundations, and studies that do not demonstrate a clear contribution to educational scholarship are generally outside the journal's editorial priority.