International Journal of Turkish Education Sciences

Aims & Scope

The International Journal of Turkish Education Sciences (IJTES) aims to advance and disseminate high-quality scientific knowledge across all areas of education to a broad international audience. The journal seeks to strengthen the connection between educational research and practice by publishing methodologically rigorous, theoretically grounded, and innovative studies. IJTES provides a platform for researchers, educators, and policymakers to engage in global scholarly dialogue and contribute to the development of education from diverse perspectives. The journal welcomes high-quality research addressing (but not limited to) the following areas:      Teaching and Learning Instructional practices, learner engagement, motivation, learning environments, digital pedagogy, AI-supported learning, and assessment of learning.     Teacher Education and Professional Development Teacher identity, agency, competencies, well-being, job resources/demands, mentoring, and professional learning.     Curriculum and Assessment Curriculum development, program evaluation, learning outcomes, measurement tools, psychometrics, and large-scale assessment.     Educational Psychology and Learning Sciences Cognitive, motivational, emotional, and behavioral aspects of learning; socio-emotional learning; psychological measurement.     Educational Technology Technology integration, online/hybrid learning, EdTech innovations, learning analytics, and data-informed educational decision-making.     Educational Leadership, Management, and Policy School leadership, organizational climate, educational governance, policy analysis, comparative education, and systemic improvement.     Inclusive, Special, and Early Childhood Education Inclusive pedagogies, special education needs, early childhood learning and development, family engagement.     Higher Education Studies Student success, academic development, quality assurance, accreditation, and internationalization in higher education.     Sociocultural, Philosophical, and Critical Perspectives Equity, diversity, inclusion, global education challenges, sustainability, digital citizenship, and interdisciplinary educational issues. To maintain high academic standards and ensure methodological integrity, as of 2026, IJTES does not consider:      Non-Research or Low-Rigor Manuscripts Book reviews, commentary papers, opinion pieces, and editorial-style texts Non-systematic literature reviews lacking a clear methodology Purely descriptive manuscripts without a research design (e.g., activity reports, lesson plans, classroom observations without analysis) Institutional evaluation reports, local project summaries, or internal program assessments Manuscripts that provide only theoretical narration without original analysis or scholarly contribution      Methodologically Insufficient Studies Manuscripts without a clearly defined research question, purpose, or methodological foundation Studies with insufficient sample size, inadequate analysis, or inappropriate methodology Scale development studies with incomplete or weak validation processes Overly basic surveys or descriptive questionnaires without deeper analytical value      Out-of-Scope Content Studies unrelated to educational sciences Manuscripts focusing solely on local contexts without theoretical, comparative, or conceptual grounding Articles that do not align with the journal’s international scope and academic objectives      Ethical and Technical Non-Compliance Research lacking required ethics committee approval (where applicable) Studies with excessive similarity, plagiarism, or ethical misconduct Manuscripts not adhering to academic writing standards, structure, citation rules, or formatting guidelines

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.

Subject Classification