Aims of JTES

Journal of Theoretical Educational Sciences (JTES) is a peer-reviewed, open-access scholarly journal that publishes high-quality research in the broad field of education. The journal welcomes original empirical studies, theoretically grounded papers, methodological contributions, and rigorous review studies that advance understanding of educational theory, research, policy, and practice.

JTES aims to provide an international platform for educational scholarship that addresses significant issues across all levels and contexts of education, including early childhood education, primary and secondary education, higher education, teacher education, adult education, lifelong learning, and non-formal learning environments.

The journal seeks to publish studies that make a clear theoretical, empirical, methodological, or practical contribution to educational sciences. Submissions are expected to engage critically with current international literature, present a well-defined research problem, employ a rigorous and transparent methodology, and discuss the implications of findings beyond the immediate local or institutional context.

JTES particularly encourages research that contributes to contemporary debates in education, including but not limited to learning and teaching, curriculum and instruction, teacher education, educational policy, educational leadership, assessment and evaluation, educational technology and artificial intelligence, inclusive education, equity and social justice, sustainability in education, learner and teacher well-being, multilingual and multicultural education, comparative education, and interdisciplinary approaches to educational problems.

Through these aims, JTES seeks to contribute to the development of educational knowledge that is theoretically informed, methodologically sound, ethically conducted, and relevant to an international readership of researchers, teacher educators, practitioners, and policy makers.

Scope of JTES

JTES considers manuscripts from all areas of education, provided that they demonstrate scholarly originality, methodological rigor, and relevance to broader educational debates. The journal welcomes studies conducted in a single country or local context when they are clearly situated within international literature and when their findings, arguments, or implications speak to issues of wider significance.

The journal publishes manuscripts in the following areas:

• empirical studies using quantitative, qualitative, mixed-methods, design-based, experimental, quasi-experimental, longitudinal, comparative, or other rigorous research designs;
• theoretical and conceptual papers that develop, extend, or critically examine educational theories, models, concepts, or frameworks;
• systematic reviews, meta-analyses, meta-syntheses, scoping reviews, and other rigorous evidence syntheses that follow transparent and replicable review procedures;
• methodological papers that contribute to educational research design, measurement, assessment, evaluation, data analysis, or research ethics;
• comparative or cross-cultural studies that examine educational issues across different systems, contexts, cultures, or learner groups;
• studies that analyze educational policies, reforms, curricula, institutions, or practices with clear theoretical grounding and implications for research, policy, or practice;
• interdisciplinary studies that connect education with fields such as psychology, sociology, linguistics, philosophy, technology, economics, health, sustainability, and cultural studies.

All submissions should clearly explain:

1. the significance and originality of the research problem;
2. the relationship of the study to current international literature;
3. the theoretical, conceptual, or methodological framework guiding the study;
4. the appropriateness and transparency of the research design;
5. the contribution of the findings or arguments to educational theory, research, policy, or practice;
6. the relevance of the study to readers beyond a narrowly local context.

Manuscripts Outside the Scope of JTES

To maintain scholarly quality and international relevance, JTES normally does not consider the following types of manuscripts:

• descriptive literature reviews that do not follow a systematic, critical, or theoretically informed review methodology;
• purely descriptive survey studies that report opinions, attitudes, perceptions, or variable differences without a strong theoretical framework, analytical depth, or broader contribution;
• basic metaphor studies, simple scale applications, or routine correlational studies that do not extend existing knowledge;
• instrument development or validation studies that do not provide substantial theoretical, methodological, or practical implications for educational research;
• local case studies that are not connected to international literature and do not offer implications beyond the immediate setting;
• manuscripts that report educational problems or practices without critical analysis, theoretical grounding, or clear contribution to the field;
• qualitative studies that reduce findings to frequency counts without rich interpretation, contextual analysis, or methodological coherence;
• manuscripts outside the field of education or manuscripts whose educational relevance is indirect or insufficiently developed;
• manuscripts that do not comply with international standards of research ethics, publication ethics, authorship, citation practice, data integrity, and transparency.

JTES evaluates all submissions through an initial editorial screening process before peer review. Manuscripts may be desk rejected when they do not meet the journal’s aims and scope, scholarly quality expectations, ethical requirements, academic writing standards, or international relevance criteria.

Publication Frequency

JTES publishes four issues per year, in January, April, July, and October.