Learning Environments Research

Aims & Scope

Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments.

The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes.

The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area.

Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc.

The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.8
2024	2.70

Journal Rank

Year	Value
2024	3446

Journal Citation Indicator

Year	Value
2024	633

SJR (SCImago Journal Rank)

Year	Value
2024	1.222

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	50

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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 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.

• How learning in an inverted classroom influences cooperation, innovation and task orientation

  Citation: 886

  Authors: Jeremy F.

• Citation: 444

  Authors: Barry J.

• A systematic literature review on synchronous hybrid learning: gaps identified

  Citation: 333

  Authors: Annelies, Loulou, Ine, Fien

• Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

  Citation: 281

  Authors: Mareike, Jürgen

• Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction

  Citation: 197

  Authors: Jill M., Barry J.

• Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)

  Citation: 174

  Authors: Scott L., Barry J.

• Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data

  Citation: 156

  Authors: Oliver, Ulrich, Mareike, Jürgen

• The evaluation of physical learning environments: a critical review of the literature

  Citation: 149

  Authors: Benjamin, Kenn

• Museums as avenues of learning for children: a decade of research

  Citation: 149

  Authors: Lucija, Tracy, Monique L.

• Citation: 141

  Authors: D., F., G.

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