Journal of Uludag University Faculty of Education (JUUFE) is an open access (CC-BY-NC 4.0), double blind peer-reviewed,  scientific journal. First published in 1986, it is one of Turkey's well-established educational journals. It was published in paper form between 1986-1998, and in paper and electronic form between 1999-2018. As of 2019, it publishes in electronic form only with the e-ISSN number 2667-6788. Our journal was published once a year until 2004 and twice a year between 2014-2019. As of 2020, it continues to be published three times a year (April, August and December).

JUUFE is hosted by the DergiPark online journal platform and follows the editorial workflow management system provided. JUUFE adopts a double-blind peer review policy. New submissions are first checked for technical issues and are then sent to the relevant field editor, who appoints two peer reviewers from the pool of field experts. The article evaluation process can take 2-4 months.
JUUFE envisions three major aims:
1. To disseminate knowledge that is based on robust theoretical principles and sound methodological frameworks.
2. To address significant educational issues on a national and international level.
3. To inform national and international educational policies.

Publication Policy Notice

In line with our commitment to maintaining academic standards and promoting institutional diversity, the following publication policy is in effect:

Each issue of our journal aims to publish 10 to 12 scholarly articles, selected through a rigorous editorial and peer-review process.

To ensure publication quality and institutional diversity, a maximum quota of 20% per volume is applied to articles authored by researchers affiliated with Bursa Uludağ University (BUÜ).

This policy reflects our dedication to encouraging contributions from a wide range of institutions and fostering interdisciplinary academic dialogue.

Please take into consideration the following points when determining the scope of your submission.
JUUFE:
1. considers for publication articles which encompass the themes of education, learning, teaching, school, student and teacher.
2. Gives priority to empirical research articles.
3. Gives priority to submissions that include advanced statistical procedures.
4. Gives priority to qualitative research studies that report the data analyses in detail.
5. Expects mixed-method studies to provide a detailed explanation of how the chosen design is appropriate for the theoretical framework.
6. Requires submissions derived from Doctoral and Masters dissertations to include the findings related to the main hypotheses.
7. Requires submissions reporting instrument development and adaptation studies to include reports of criterion validity, convergent and divergent validity, and measurement invariance in addition to structural validity.
8. JUUFE does not consider for publication the following submissions:
i) Purely Descriptive Studies: Research that is limited solely to assessing the current state by examining the opinions of pre-service or in-service teachers.
ii) Simple Categorical Comparisons: Studies that focus on comparing data across demographic or categorical variables (e.g., grade level, school type, department, gender) obtained from personal information forms or basic measurement tools.
iii) Textbook Analyses: Manuscripts involving the analysis of textbooks.
iv) Literature Reviews and Book Reviews: General literature reviews and book analysis studies (except for those addressing original topics in priority areas or following internationally recognized systematic review templates).
v) Document-Based Curriculum Comparisons: Studies that compare educational curricula based exclusively on document analysis.
vi) Course-Specific Attitude/Behavioral Measurements: Studies measuring the attitudes, behaviors, or perceptions of university students regarding a specific course they have taken.
vii) Non-Educational Science Focus: Studies falling outside the primary focus of educational sciences (e.g., medical, nursing, or engineering education).
viii) Methodologically Weak Research: Studies conducted with weak scientific methodology or low validity and reliability (e.g., studies that claim to perform content analysis without proper execution, or those with poor-quality quantitative/qualitative data analysis).
ix) Insufficient Theoretical Grounding: Studies that fail to clearly articulate their significance or contribution to existing literature (e.g., those lacking a high-quality theoretical framework or clear academic justification).
x) Lack of Practical Implications: Studies that do not provide concrete, detailed, and practice-oriented recommendations.
xi) Musicology: Studies specifically focused on musicology.
xii) Status-Assessment Studies: General descriptive studies, except for those demonstrating significant data triangulation and diversity.
xiii) Strictly Local Studies: Research that focuses on local issues without addressing international themes or providing global perspectives.

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