Learning: Research and Practice

Aims & Scope

Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view.

The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning.

It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes and outcomes.

In recognising learning as a complex phenomenon, Learning welcomes scholarship of a variety of orientations and methodologies, drawing from, but not limited to, the psychological to the sociocultural, and the micro-genetic to the ecological.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.974

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	18

Journal Rank

Year	Value
2024	5043

Journal Citation Indicator

Year	Value
2024	197

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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 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.

• Towards social generative AI for education: theory, practices and ethics

  Citation: 81

  Authors: Mike

• The logic of design research

  Citation: 69

  Authors: Matthew W., Daniel G., Elizabeth M.

• Learning from productive failure

  Citation: 60

  Authors: Manu

• Piecing the learning analytics puzzle: a consolidated model of a field of research and practice

  Citation: 59

  Authors: Dragan, Vitomir, Srećko

• ‘ <i>To generate or stop generating response’</i> : Exploring EFL teachers’ perspectives on <i>ChatGPT</i> in English language teaching in Thailand

  Citation: 49

  Authors: Mark Bedoya, William F., Stephenie Ong

• It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

  Citation: 41

  Authors: Jason M., Suijing, Leon, Phillip

• Accused: How students respond to allegations of using ChatGPT on assessments

  Citation: 41

  Authors: Tim

• Supporting self-directed learning and self-assessment using TeacherGAIA, a generative AI chatbot application: Learning approaches and prompt engineering

  Citation: 39

  Authors: Farhan, Doris, Shanti, Hui Yong, Wenli

• Argumentation as core curriculum

  Citation: 39

  Authors: Deanna, Wendy

• Connecting learning analytics with learning research: the role of design-based research

  Citation: 35

  Authors: Peter

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