The IJRSE provides a unique platform for sharing research regarding, among other topics, the design and implementation of technology-rich learning environments, innovative pedagogies, and curricula in STEM education that promote successful learning to K7-16 levels in teacher education. We are also interested in studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction in STEM education. The journal encourages translational analyses which bridges research with educational policies and practices of STEM education.
There are no methodological restrictions, but this journal aims to foster multi-disciplinary research and development through contributions that are empirically grounded and blend subject content expertise and educational endeavours. Contributions will be encouraged from scholars within and across subject content fields (e.g., natural science, technology, engineering, and mathematics), social science fields (e.g., education, psychology, and sociology) and other schooling systems to promote scholarly exchange and discussion on emerging issues and frontier research in STEM education. The journal also features short reports that present case studies or showcase evidence-based changes in educational training curriculum or pedagogical practices in different education systems around the world. All articles to be published in this journal will have undergone rigorous peer review, based on initial editor screening and refereeing by anonymous reviewers.
