Learning, Culture and Social Interaction

Aims & Scope

Much of the most important learning happens through social interaction.

Learning, Culture and Social Interaction is an international journal devoted to the publication of high-quality research on learning within, and through, social practices.

Its particular focus is on understanding how learning and development are embedded in social and cultural activities, and how individuals and collective practices are transformed through learning.

Such understanding requires a careful analysis of learning in social context, and of the communicative processes involved.

In-depth studies of interaction in schools (in various subjects and settings), universities, work-places, voluntary organizations, public agencies, hospitals, laboratories and other institutional settings will be welcome, as well as studies of informal settings such as everyday conversations, play settings, youth clubs, games and other cultural practices.

Longitudinal studies of learning trajectories are relevant as are analyses of contexts and interactional patterns that hinder learning.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.8
2024	2.00

SJR (SCImago Journal Rank)

Year	Value
2024	0.819

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	39

Journal Rank

Year	Value
2024	6562

Journal Citation Indicator

Year	Value
2024	583

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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.

• Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory

  Citation: 337

  Authors: Neil, Christine

• Developing a coding scheme for analysing classroom dialogue across educational contexts

  Citation: 241

  Authors: Sara, Sylvia, Rupert, Ana María, Fiona, Rosa María, Rocío, Omar, María José

• What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk

  Citation: 163

  Authors: Min-Young, Ian A.G.

• The principle of double stimulation: A path to volitional action

  Citation: 154

  Authors: Annalisa

• Collaborative learning for virtual higher education

  Citation: 137

  Authors: Miguel Ángel

• The role of common knowledge in achieving collaboration across practices

  Citation: 129

  Authors: Anne

• Teaching for the 21st century: A case for dialogic pedagogy

  Citation: 117

  Authors: Peter

• The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school

  Citation: 104

  Authors: Mariane

• Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction

  Citation: 101

  Authors: Jaana, Piia, Sanna, Michael J.

• Dialogic feedback and potentialities for student learning

  Citation: 97

  Authors: Anna, Anne Line

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