Learning and Instruction is an international, multi-disciplinary journal that provides a platform for the publication of the
most advanced high-quality research in the areas of learning, development, instruction and teaching.
The journal welcomes several
types of contributions: reports of original empirical investigations, and replications or extensions ... click here for full Aims & Scope
Learning and Instruction is an international, multi-disciplinary journal that provides a platform for the publication of the
most advanced high-quality research in the areas of learning, development, instruction and teaching.
The journal welcomes several
types of contributions: reports of original empirical investigations, and replications or extensions of important previous work; critical,
integrative theoretical and methodological contributions. A preference, however, will be given to empirically-based studies.
The
papers may represent a variety of theoretical perspectives and different methodological approaches (quantitative as well as qualitative).
They may relate to any age level - from infants to adults - and to a diversity of settings, such as classroom learning in school, learning
environments for special educational needs, vocational and industrial training of various kinds, and informal educational settings.
The focus will be on European work in the field. However, contributions from non-European experts as well as non-members of the
European Association for Research on Learning and Instruction are encouraged.
The major criteria in the review and the selection
process are the importance of the contribution to the area of learning and instruction, as well as its technical quality. The aim of Learning and Instruction is to provide a high quality, peer refereed journal publishing the most advanced research on learning
and instruction.
Membership Benefits
Members of the European
Association for Research on Learning and Instruction (EARLI) receive paper copies and online access to Learning and
Instruction for free as a member benefit.
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Editor: Contact the Editor
Anastasia Efklides
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