About the Journal
Aims
The Journal of Teaching and Learning Ecosystems advances understanding of how relationships among learners, educators, institutions, technologies and communities shape teaching and learning. It examines the design, enactment and evaluation of educational practices and the conditions that support meaningful, inclusive and effective learning.
The journal treats teaching and learning as processes situated within connected social, institutional and technological environments. It welcomes research that links educational practices to learner participation, learning outcomes, educator development and the organisation of learning opportunities. Contributions should explain the relevance of their context and the educational implications of their findings.
Scope
Topics of interest include:
- Pedagogy, instructional design and curriculum development.
- Assessment, feedback and the evaluation of learning outcomes.
- Digital, online and blended learning environments.
- AI-supported teaching, learning and assessment.
- Professional learning and development for educators.
- Educational inclusion, accessibility, learner engagement and participation.
- Partnerships among educational institutions, employers and communities.
- Vocational learning, lifelong learning and learning communities.
- Institutional conditions, educational leadership and policies that influence teaching and learning.
Contributions and Scope Boundaries
The journal welcomes original empirical studies, conceptual contributions, rigorous reviews and analytically grounded studies of educational practice. Quantitative, qualitative, mixed-methods and design-based approaches are welcome where they support a clear educational research question. Studies should connect evidence and interpretation to teaching practices, learning processes or educational outcomes.
An educational setting alone does not establish relevance. Research on staff wellbeing, employment relations or institutional business performance requires a substantive connection to teaching or learning. Studies of educational technologies should demonstrate pedagogical significance rather than report technical functionality alone; research using AI should explain its consequences for educational practice or learning.
Publication and editorial information
Published by CalbisPress. Editor-in-Chief: Oluwatoyin Ayodele Ajani.
Gold Open Access; quarterly publication in January, April, July and October, with the first issue scheduled for January 2027. No submission or article processing charges currently apply. Articles are published under CC BY 4.0; authors retain copyright.
Submissions undergo editorial screening and double-anonymous peer review by at least two independent reviewers.
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