Educational Technology Research and Development

Aims & Scope

The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings.

Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings).

Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published.

This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.

The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments.

Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development.

The Cultural and Regional Perspectives Section (formerly International Review) welcomes innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region.

Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region.

Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.2
2024	3.30

Journal Rank

Year	Value
2024	2598

Journal Citation Indicator

Year	Value
2024	2601

SJR (SCImago Journal Rank)

Year	Value
2024	1.429

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	117

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

  Citation: 1236

  Authors: Peggy A.

• Design-based research and technology-enhanced learning environments

  Citation: 1155

  Authors: Feng, Michael J.

• First principles of instruction

  Citation: 1084

  Authors: M. David

• Toward a design theory of problem solving

  Citation: 1043

  Authors: David H.

• Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

  Citation: 1041

  Authors: Khe Foon, Thomas

• Addressing first- and second-order barriers to change: Strategies for technology integration

  Citation: 1026

  Authors: Peggy A.

• Instructional design models for well-structured and III-structured problem-solving learning outcomes

  Citation: 901

  Authors: David H.

• Media will never influence learning

  Citation: 878

  Authors: Richard E.

• An instructional design framework for authentic learning environments

  Citation: 666

  Authors: Jan, Ron

• Objectivism versus constructivism: Do we need a new philosophical paradigm?

  Citation: 640

  Authors: David H.

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