Journal of Scholarly Engagement

Aims & Scope

Journal of Student Engagement is a peer-reviewed, open-access journal that aims to promote student engagement and learning in various educational settings. The journal focuses on publishing high-quality research articles, case studies, and reviews that explore the intersection of cognitive therapy, education, and student engagement.

The journal's scope encompasses a wide range of topics, including but not limited to, social-emotional learning, self-esteem, perceptions of harm regarding substance abuse, growth mindset teaching, and inclusive practices for students with ADHD. The journal welcomes submissions from researchers, educators, and practitioners who are interested in exploring innovative strategies to enhance student engagement and learning outcomes.

By publishing original research and practical applications, Journal of Student Engagement aims to provide a platform for scholars and practitioners to share their knowledge, experiences, and best practices in promoting student engagement and learning. The journal's ultimate goal is to contribute to the development of evidence-based practices that can improve student outcomes and enhance the overall quality of education.

Abstracting & Indexing

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

• Directory of Open Access Journals (DOAJ)
• Google Scholar

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.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Apc url
• Homepage
• Aims scope

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies. Learn more.

Explore journals without APCs for alternative publishing options.

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 Critical Reflection to Improve Diversity, Equity, and Inclusion in the Classroom

  Citation: 4

  Authors: Amy M.

• Preparing Pre-service Teachers for Teaching Post-Pandemic: Reflections on How to Adapt Microteaching

  Citation: 4

  Authors: Kelly R.

• Women’s Leadership Development: A Reflective Examination of The Leadership Center in Honduras

  Citation: 4

  Authors: Charles P., Joseph

• Portfolios For Professional Writers: A Reflection on Preparing Capstone Students For Professional Writing

  Citation: 2

  Authors: Kimbel, Maria

• Reflecting on Refugee Simulations as Experiential Learning Opportunities to Improve Empathy and Cross-Cultural Communication

  Citation: 2

  Authors: Amy M.

• Reflecting on Training to Facilitate Collaborative Online International Learning Courses

  Citation: 1

  Authors: Amy M.

• Reflective Practice on Social Loafing in College-Level Group Projects

  Citation: 1

  Authors: Dalia

• A Biblical Approach to Teaching Leadership Skills for Future Public Administrators

  Citation: 1

  Authors: Evelyn M.

• Motivating and Engaging Students: Reflections on Gamifying Online Courses Through a Digital Badging Program

  Citation: 1

  Authors: Thomas D., R. Jacob

• Teaching Analytical Instrumental Analysis to Undergraduates in Specialized Degree Programs with Heterogeneous Prior Knowledge: Reflections on Inquiry Based Lecture Activities

  Citation: 1

  Authors: Kirsten A., Peter L.