Bartın University Journal of Faculty of Education (BUEFAD) primarily targets academics, researchers, teachers, pre-service teachers, school leaders, and policymakers engaged in advancing teaching, learning, and educational sciences. The journal serves an international audience interested in both theoretical developments and practical applications that contribute to improving educational processes across diverse contexts. BUEFAD provides an international platform for the publication of original and high-quality research in the fields of learning, teaching, and education. The journal welcomes studies employing qualitative, quantitative, and mixed-methods research designs, with a particular emphasis on research that bridges theory and practice and contributes to evidence-based educational improvements.

The scope of the journal encompasses a wide range of topics, including but not limited to curriculum and instruction, teacher education, educational technology, assessment and evaluation, educational psychology, and policy studies. Special attention is given to innovative approaches, digital transformation in education, artificial intelligence applications, and emerging trends that shape the future of learning and teaching. The primary criteria in the review and selection process include originality, methodological rigor, theoretical contribution, and relevance to educational practice and policy.

Articles received after the 10th of March 2026 will be evaluated according to the following criteria.

BUEFAD prioritizes manuscripts which:

1. Utilize artificial intelligence, big data, or other advanced technologies in education, while both developing innovative educational models and supporting interdisciplinary research designs;

2. Effectively bridge theory and practice using rigorous scientific methods and large-scale datasets;

3. Examine local policies, programs, and innovations with potential implications for national or international educational policy;

4. Employ multidisciplinary and transdisciplinary research approaches;

5. Integrate technology into learning environments in ways that have transformative potential for educational practices;

6. Develop or evaluate new educational models, whether theoretical or applied;

7. Enhance the professional development of teachers or preservice teachers and contribute to educational policy.

BUEFAD may not accept studies which:

1. Are not clearly and explicitly situated within the context of learning, teaching, or education

2. Contain substantial language problems that impair clarity, accuracy, and academic coherence in English;

3. Are limited to descriptive literature overviews, book summaries, or conceptual discussions (with the exception of rigorously conducted systematic reviews);

4. Present bibliometric analyses that lack thematic, conceptual, or theoretical depth and remain purely descriptive in nature;

5. Report correlational studies confined to simple associations between two variables without a strong theoretical framework or analytical depth;

6. Present quantitative research that is limited to examining the effect of a single independent variable and does not demonstrate sufficient methodological rigor, analytical sophistication, or a well-articulated theoretical foundation;

7. Lack a robust research design, adequate sample size, valid and reliable data collection instruments, and rigorous data analysis procedures;

8. Report routine scale development or scale adaptation studies that primarily replicate existing instruments or rely solely on standard psychometric validation procedures, without offering conceptual innovation, theoretical advancement, or a clear contribution to the educational research literature.

9. Fail to engage with recent and relevant international scholarship in the field;

10. Do not clearly articulate the background, significance, and contribution of the study to the existing body of literature.

    In making decisions, BUEFAD values the views of the editorial board, English language editors and the preliminary review reports. A manuscript may be rejected by the editors of the journal before the reviewing process begins.