About the Journal

Pedagogical Perspective (PedPer) is an international, non-profit, double-blind, peer-reviewed journal that publishes original research and scholarly syntheses to advance evidence-informed teaching and learning across educational contexts. The journal’s distinctive focus is on studies that connect pedagogical theory with classroom practice and demonstrable learning outcomes, offering clear implications for educators, teacher education, and education stakeholders. PedPer welcomes interdisciplinary work that strengthens educational practice through rigorous quantitative, qualitative, or mixed-methods research.

Journal’s niche and distinctive scope

PedPer prioritizes manuscripts that translate educational research into actionable pedagogical insights. We particularly encourage contributions on teacher education and professional development, curriculum and instruction, assessment and evaluation, inclusive education, and the pedagogical use of educational technologies. Submissions should demonstrate methodological rigor, ethical compliance, and a clear contribution to the educational literature and practice in diverse learning environments.

Aims

The journal aims to:

Support the dissemination of high-quality, peer-reviewed research in education and pedagogy
Promote studies that offer clear implications for teaching, learning design, and educational improvement
Encourage interdisciplinary approaches that connect pedagogy with assessment, curriculum, technology, and inclusion
Contribute to scholarly dialogue on contemporary educational challenges and solutions

Scope

PedPer considers (but is not limited to) the following topics:

Teaching and learning strategies; instructional design
Teacher education; professional development; mentoring
Curriculum studies; classroom-based research
Assessment, measurement, formative/summative evaluation
Educational technology; online/blended learning (pedagogy-focused)
Inclusive education; equity and diversity in learning
Discipline-based education research (e.g., STEM, language education)

Out of scope

Submissions with a weak or indirect connection to pedagogy/education practice and research, or manuscripts that do not align with the journal’s aims and scope.

Target audience

PedPer is intended for:

Researchers in education sciences, pedagogy, curriculum, and instruction
Scholars and practitioners in teacher education and professional development
Specialists in assessment, measurement, and evaluation
Researchers in educational technology and learning design (pedagogy-focused)
Education leaders and policy stakeholders seeking evidence-informed practice
Graduate students in education-related fields

Subject areas (aligned with Scopus categories)

Social Sciences → Education (primary)
Psychology → Educational Psychology / Learning (secondary, where relevant)
Computer Science → Educational Technology applications (secondary, where relevant)

Peer review process

PedPer applies a double-blind peer review process. Each submission undergoes an initial editorial screening (scope, format, and ethics compliance) and is then evaluated by at least two independent reviewers. Decisions are based on scholarly quality, originality, methodological rigor, and relevance to the journal’s aims and scope. (For details, please see the journal’s Peer Review Policy page.)

Publication frequency

PedPer publishes two regular issues per year (March and October). In addition to regular issues, the journal may occasionally publish special issues that align with the journal’s scope and editorial standards.

Open access and fees

PedPer is an open-access journal. No article processing charge (APC) is required for submission or publication. (For details, please see the Open Access Policy page.)

Language

The journal accepts manuscripts in English. (For details, please see the Language Policy page.)

Publication ethics

PedPer is committed to publication ethics and best practices (including COPE-aligned principles). Authors, reviewers, and editors are expected to follow ethical standards regarding originality, authorship, conflicts of interest, and research integrity. (For details, please see the Publication Ethics and Malpractice Statement page.)