Informatics in Education

Aims & Scope

INFORMATICS IN EDUCATION (INFEDU) is an international, peer-reviewed journal dedicated to informatics (computer science) education and closely related computing-in-education research. The journal publishes rigorous theoretical, empirical, and methodological studies spanning pre-primary, school, higher education, and informal learning contexts. INFEDU welcomes strong contributions on programming, computational thinking, AI literacy, curriculum and pedagogy, assessment and measurement, teacher education, equity and ethics, educational engineering, and evidence-based evaluation of computing learning environments and tools. Informatics (computer science) education is the research field that studies how people learn and how educators teach computing – including core computing concepts (e.g., programming, algorithms, data, systems), practices (e.g., decomposition, abstraction, debugging, modeling), and perspectives (e.g., identity, ethics, societal impact) – across school, higher education, and informal learning contexts. INFEDU treats computational thinking and AI literacy as computing‑education constructs when they are investigated through rigorous educational research and produce transferable knowledge (theory, evidence, methods, instruments, or design knowledge). The field includes curriculum and pedagogy, assessment and measurement, teacher education and professional development, equity and ethics, and evidence‑based evaluation of computing learning environments and tools. INFORMATICS IN EDUCATION publishes original peer-reviewed research articles reporting theoretical, empirical, and methodological studies in the fields of informatics * education and computing in informatics/CT education. The journal provides an interdisciplinary forum for researchers, educators, policymakers, and other professionals involved in informatics education. Its scope ranges from primary (and even from pre-primary) to tertiary education and includes various contexts of informatics education, such as individual and collaborative learning and classroom, organizational and system-level studies. INFORMATICS IN EDUCATION publishes diverse kinds of informatics education research, including: educational engineering studies focusing on the design, development and evaluation of high-quality pedagogical and educational technology innovations for different informatics topics, such as the development of computational thinking and everyday computational reasoning as well as formal computing education; educational data mining and artificial intelligence studies based on big data related to informatics education, such as assessment, online learning of computing, and informatics competitions; evaluation of computer-supported tools or educational technologies for teaching and learning computing concepts, programming notations and tools, such as visual, block-based, and other text-based coding environments; empirical studies , encompassing pedagogies to teach informatics, learning of computing concepts, assessment and measurement of knowledge, skills and transfer, ethical issues related to the development and use of artificial intelligence in informatics education and exploring gender-related considerations. We welcome high-quality systematic reviews and meta-analyses that include clear research questions, analytical framework, results and discussion aligned with the scope and aims of the journal. * We use “informatics” as a synonym of “computer science”.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

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Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

SJR Quartile by Discipline

Scimago ranks this journal separately in each subject category — its quartile can differ by discipline.

Subject Classification