International Journal of Education and Practice

Aims & Scope

The International Journal of Education and Practice (IJEP) is a double-blind peer-reviewed international journal devoted to encouraging academic conversation between teachers and researchers in the field of higher education.

The IJEP publish the highest quality of empirical, theoretically grounded work addressing the main functions of higher education, Teaching and learning of different subjects, Teaching in the developed & developing countries, Education, Mental Illness, and psychology.

The topics cover by this journal as follows: Educational Psychology Instructional Design Educational Technology Curriculum Development Organizational Learning Education in Preschool Education Primary School Education Secondary School Education High School Special Education Classroom Management Educational Concepts Educational Practices Cross Cultural Psychology School Psychological Services Applied Educational Psychology Educational Research Educational Assessment New Models of Instruction Intelligent Tutoring System Programmed Instruction Self-regulated Learning.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.249

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	16

Journal Rank

Year	Value
2024	18638

Journal Citation Indicator

Year	Value
2024	182

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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

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and 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.

• Industry 4.0: Employers Expectations of Accounting Graduates and its Implications on Teaching and Learning Practices

  Citation: 39

  Authors: Erlane K, Kamaruzzaman

• Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints

  Citation: 39

  Authors: Masooma Ali Al, Ruby, Abdulla, Enaz Yousef, Moosa Jaafar

• The Relationship Between Teachers Beliefs, Teachers Behaviors, and Teachers Professional Development: A Literature Review

  Citation: 35

  Authors: Dos Santos, Luis

• Professional Development Activities and Teacher Performance

  Citation: 31

  Authors: Gengen, Ramil, Reylan, Raymond

• Using Padlet as a Technological Tool for Assessment of Students Writing Skills in Online Classroom Settings

  Citation: 27

  Authors: Bonaventure, Kim Hua

• The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

  Citation: 26

  Authors: Nguyen, Nguyen, Nguyen

• Impact of Classroom Environment on Childrens Social Behavior

  Citation: 22

  Authors: Samuel O

• Do Teachers Attitudes, Perception of Usefulness, and Perceived Social Influences Predict their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East

  Citation: 21

  Authors: Mohammed J

• Student-Teachers’ Attitudes toward Students with Disabilities: Associations with Contact and Empathy

  Citation: 21

  Authors: Jason J

• Factors Affecting Academic Performance of First-Year University Students: A Case of a Vietnamese University

  Citation: 20

  Authors: Hien, Hang, Thuy, Trinh, Nhi, Tram, Trung

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