International Journal of Instruction

Aims & Scope

International Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October).

The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments.

Studies may relate to any age level - from infants to adults.

IJI, being an international journal, our editorial advisory board members are from various countries around the world.

The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board.

Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not.

Article evaluation process takes approximately three months.

The authors are responsible for the errors, if any, in their published articles.

The articles need to be not published elsewhere previously.

Metrics & Ranking

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

Subjects & Keywords

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

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

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.

• A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education

  Citation: 185

  Authors: Areti

• The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes

  Citation: 115

  Authors: Ilyas, Agus, Ahmad

• Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review

  Citation: 96

  Authors: Bilal Khalid

• The Effect of Flipped Classroom Model on Students’ Classroom Engagement in Teaching English

  Citation: 87

  Authors: Burak, TuÄŸba

• Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

  Citation: 86

  Authors: Nur Miftahul, Siti, Susriyati, Endang

• Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

  Citation: 80

  Authors: Maskhur Dwi, Soetarno, Dewi Kusuma, Khresna Bayu

• The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

  Citation: 72

  Authors: Idi, Ruly, Muhamad, Hamengkubuwono, Muslim

• Development of Augmented Reality-Based Interactive Multimedia to Improve Critical Thinking Skills in Science Learning

  Citation: 69

  Authors: Ahmad, Gunarhadi, Peduk

• Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

  Citation: 67

  Authors: Şengül S.

• Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills

  Citation: 67

  Authors: Ani, Manihar, Albinus