International Journal on Research in STEM Education

About the Journal

Name: International Journal of Research in STEM Education (IJRSE)
P-ISSN: 2721-3242
E-ISSN: 2721-2904
DOI: 10.31098
Period:  May and November
Indexing and Abstracting:  DOAJ, Dimensions, Google Scholar, ROAD, Crossref, Garuda, and others in progress
Publisher: Research Synergy Press and Faculty of Teacher Training and Education, Universitas Terbuka Indonesia
Founded:  2019

The International Journal of Research in STEM Education (IJRSE) has published continuously since 2019 with registered number p-ISSN 2721-3242 and  e-ISSN 2721-2904, published by Faculty of Teacher Training and Education, Universitas Terbuka in cooperation with Research Synergy Foundation. The IJRSE is a multidisciplinary journal in the areas of teacher training and education which are focusing on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of teacher training and education program. As a peer-reviewed journal, it is positioned to promote, but not least, research-based educational development in the rapidly evolving field in digital era of STEM education around the world.

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.