About the Journal

Journal of Education and Learning Reviews (JELR)

Journal of Education and Learning Reviews (JELR) is an international peer-reviewed journal in education and learning, published by DR.KEN Institute of Academic Development and Promotion under a Memorandum of Understanding (MOU) with Rajabhat Mahasarakham University. The journal holds ISSN 3057-0387 (Online) and is a Crossref member with DOI prefix 10.60027, ensuring that all published articles are assigned Digital Object Identifiers (DOIs) for persistent access, reliable citation, and long-term availability of scholarly content.

CrossRef Participation Reports

DOI prefix (Crossref): 10.60027

Publisher Identity & Disclaimer

Journal of Education and Learning Reviews (JELR) is an academic journal published and managed by DR.KEN Institute of Academic Development and Promotion, an independent organization dedicated to promoting research, academic development, and scholarly communication. All editorial processes, policies, and publishing standards are governed by the journal and its publisher to ensure transparency, integrity, and academic quality.

This journal is an independent publication and is not affiliated with, endorsed by, or associated with any other journals or publishers with similar titles. The journal maintains its own distinct editorial scope, policies, and identity.

 

Metadata & Indexing Policy

Journal of Education and Learning Reviews (JELR) adopts internationally recognized metadata standards to support indexing, discoverability, and long-term accessibility of its published content.

All articles are assigned Digital Object Identifiers (DOIs) through Crossref, ensuring persistent linking, reliable identification, and citation tracking. The journal maintains structured metadata in English, including article titles, abstracts, keywords, author information, and references, to facilitate integration with indexing services and academic databases.

JELR is committed to maintaining accurate, consistent, and interoperable metadata to support inclusion in indexing and abstracting systems and to enhance the visibility and accessibility of its scholarly content.

 

OAI-PMH (Open Archives Initiative Protocol for Metadata Harvesting)

JELR provides metadata harvesting access via the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH), enabling indexing services, repositories, and academic platforms to systematically collect and integrate journal metadata.

OAI-PMH endpoint:
https://so19.tci-thaijo.org/index.php/JELS/oai

This service enhances interoperability and ensures that journal content can be efficiently indexed and discovered by external systems.

 

Discoverability and Academic Visibility

JELR enhances the discoverability and global visibility of its content through integration with academic search engines and scholarly platforms such as Google Scholar, Semantic Scholar, Scilit, and OUCI.

These platforms support article indexing, citation tracking, and academic searchability, enabling researchers worldwide to access and reference published work.

 

Library and Catalog Listings

JELR content is also accessible through academic library systems and catalog platforms, including Harvard Library Hollis and other university library databases.

These systems enhance institutional access and broaden the availability of journal content across global research communities.

 

About the Journal

The Journal of Education and Learning Reviews (JELR) is an international, peer-reviewed, open-access journal published by DR.KEN Institute of Academic Development and Promotion. The journal operates a double-blind peer review process to ensure the quality, integrity, and scholarly contribution of all published work.

JELR aims to provide a platform for the dissemination of high-quality research, theoretical developments, and critical discussions in the field of education and learning. The journal promotes academic excellence by publishing research that is methodologically sound, ethically conducted, and relevant to both local and international educational contexts.

 

Aims and Scope

Journal of Education and Learning Reviews (JELR) is an international, peer-reviewed, open-access journal committed to advancing scholarly knowledge and evidence-based practice in the field of education. The journal publishes high-quality original research, systematic reviews, and theoretical contributions that address contemporary issues in education across diverse global contexts.

JELR aims to serve as a platform for academics, researchers, and practitioners to disseminate innovative research that contributes to the development of educational theory, policy, and practice at national, regional, and international levels.

The journal welcomes submissions in, but not limited to, the following areas:

Learning Sciences and Pedagogy

  • Teaching and learning theories
  • Curriculum design, development, and innovation
  • Assessment, measurement, and evaluation in education
  • Teacher education and professional development
  • Inclusive education, equity, and diversity in learning

Educational Technology and Digital Learning

  • Digital, online, and blended learning environments
  • Learning analytics and data-driven education
  • Mobile learning and e-learning systems
  • Artificial intelligence applications in education
  • Gamification, simulation, and immersive learning (AR/VR)

Educational Leadership, Policy, and Management

  • School leadership and educational management
  • Higher education governance and institutional development
  • Educational policy, reform, and innovation
  • Comparative and international education
  • Quality assurance, accreditation, and educational standards

JELR particularly encourages submissions that demonstrate methodological rigor, theoretical contribution, and practical implications for improving educational systems and learning outcomes. Interdisciplinary and cross-cultural studies are strongly encouraged to enhance global perspectives in education research.

 

Article Types

JELR publishes the following types of manuscripts:

  1. Original Research Articles

Reports of empirical or theoretical studies that present significant and original contributions to the field of education and learning. Manuscripts must demonstrate methodological rigor and clear scholarly value.

  1. Review Articles

Comprehensive and critical syntheses of existing literature that provide new insights, identify research gaps, and contribute to theoretical or practical advancement in the field.

  1. Case Studies

Analytical reports of specific educational practices, innovations, or contexts that provide transferable insights for broader application.

 

AI Policy (Use of Artificial Intelligence in Scholarly Work)

Journal of Education and Learning Reviews (JELR) recognizes the increasing use of artificial intelligence (AI) technologies in scholarly research and academic writing. The journal allows the use of AI tools under clearly defined ethical and academic standards, consistent with its policies on publication ethics, authorship, and research integrity.

  1. Principles
  • AI tools (e.g., language models, text generators, or data-processing systems) must not be listed as authors or co-authors of any manuscript. Authorship is limited to individuals who meet established authorship criteria as defined in the journal’s Publication Ethics.
  • Authors are fully responsible for the accuracy, integrity, originality, and validity of all content submitted, including any content generated or assisted by AI tools.
  • The use of AI must comply with the journal’s policies on:
    • Publication Ethics
    • Plagiarism and Research Misconduct
    • Data Integrity and Transparency
  • AI-generated content must not include plagiarism, fabricated data, falsified results, or misleading interpretations.
  1. Acceptable Use of AI

AI tools may be used for supportive purposes such as:

  • Language editing and grammar improvement
  • Summarization or structuring of content
  • Data analysis assistance (with proper validation)

However, AI must not replace critical thinking, original analysis, or scholarly contribution by the authors.

  1. Disclosure Requirements

Authors must clearly disclose the use of AI tools in their manuscript. The disclosure should include:

  • A description of how AI tools were used
  • The purpose of use (e.g., language editing, data analysis)
  • A statement confirming that:
    • All AI-assisted outputs have been reviewed, verified, and validated by the authors
    • The authors take full responsibility for the final content

This disclosure should be included in a designated section (e.g., Acknowledgements or Methods).

  1. Editorial and Ethical Oversight

The editorial team reserves the right to:

  • Request additional clarification regarding AI usage
  • Reject manuscripts that fail to disclose AI use appropriately
  • Reject submissions that violate ethical standards related to AI use

All submissions will be evaluated in accordance with the journal’s Publication Ethics and Malpractice Statement.

  1. Alignment with Ethical Standards

This policy aligns with international best practices, including recommendations from the Committee on Publication Ethics (COPE), and supports transparency, accountability, and integrity in scholarly publishing.

 

Publication Ethics and Malpractice Statement

JELR is committed to maintaining the highest standards of publication ethics and follows the principles of the Committee on Publication Ethics (COPE).

Responsibilities of Authors

  • Ensure originality and proper citation of all sources
  • Avoid plagiarism, data fabrication, and falsification
  • Disclose conflicts of interest
  • Obtain ethical approval for research involving human participants or animals, where applicable

Responsibilities of Editors and Reviewers

  • Ensure fair, unbiased, and confidential peer review
  • Avoid conflicts of interest
  • Maintain integrity and confidentiality in the editorial process

Article Retraction Policy
The Journal of Education and Learning Reviews (JELR) is committed to maintaining the integrity of the scholarly record. Retractions are issued in accordance with the Committee on Publication Ethics (COPE) Retraction Guidelines to ensure transparency, accountability, and trust.
1.Grounds for Retraction
Retractions will be issued when published findings are found to be unreliable due to:
1.1 Proven misconduct, plagiarism, or duplicate publication.
1.2 Data fabrication, falsification, or manipulation of results.
1.3 Copyright infringement or ethical breaches.
1.4 Failure to disclose significant conflicts of interest.
1.5 Absence of required institutional review board (IRB) approval for research involving human subjects or animals.
1.6 Fundamental errors in research design or methodology that undermine reproducibility and validity.
2. Retraction Procedure
2.1 Retractions may be initiated by the editor, editorial board, or publisher, sometimes following concerns raised by reviewers, authors, or readers.
2.2 Minor editorial errors will not result in retraction; instead, corrections or errata will be issued.
2.3 When a retraction is necessary, a formal Retraction Notice will be published in the journal, linked to the original article, and stating the specific reason for retraction.
3. Availability and Marking of Retracted Articles
3.1 Retracted articles will remain accessible online to preserve the scholarly record, but will be clearly marked as “Retracted” on every page.
3.2 The Retraction Notice will accompany the article and be freely accessible to readers.
3.3 The aim is to maintain openness and allow the academic community to understand the reason for the retraction.

 

Publication Frequency

Journal of Education and Learning Reviews (JELR) is published on a bimonthly basis, with six issues released each year.

The journal follows a regular publication schedule as outlined below:

  • Issue 1: January – February
  • Issue 2: March – April
  • Issue 3: May – June
  • Issue 4: July – August
  • Issue 5: September – October
  • Issue 6: November – December

All issues are published consistently and on schedule to ensure the timely dissemination of scholarly research.

JELR may also publish special issues on emerging topics in education, subject to editorial review and peer-review processes.

 

Journal Specific Requirements

  • Research articles, academic articles, and review articles that have a reference list.
  • The articles that will be selected must contain content that is of social interest and academic value.
  • The articles must not be translated articles or interview articles.
  • All published articles are academically reviewed by at least 2 peer reviewers (Double-Blind Peer Review).
  • Any academic opinions on the articles published in this journal belong to the Journal of Education and Learning Reviews (JELR), if any person infringes the copyright, the Journal of Education and Learning Reviews (JELR) will take legal action.
  • The editor of the journal does not reserve the right to refer to the contents of this journal in other writings.

Journal History

The Journal of Education and Learning Reviews (JELR), ISSN 3057-0387 (Online) established in 2024 by the DR.KEN Institute of Academic Development and Promotion, Thailand, publishes 6 issues (Bi-Monthly per issue) annually.

Plagiarism Policy

The Journal of Education and Learning Reviews (JELR) enforces a strict plagiarism screening policy to ensure the originality and integrity of all submitted manuscripts.

All manuscripts are screened using the CopyCatch plagiarism detection software immediately upon submission. The system generates a similarity report within 24 hours, which is reviewed by the editorial team before the manuscript proceeds to peer review.

The acceptable similarity index threshold is below 25%, excluding references, tables, figures, and standard methodological descriptions. Manuscripts exceeding this level are either returned to authors for revision or rejected, depending on the extent and nature of overlap.

Cases of suspected plagiarism, self-plagiarism, or text recycling are handled following the COPE Flowcharts on Plagiarism.

These procedures uphold JELR’s commitment to academic honesty, ethical publishing, and compliance with the COPE Core Practices and international editorial standards.

Plagiarism in any form is unacceptable and a serious violation of academic standards. Examples of plagiarism include

  • Word-for-word copying: copying parts of another person's paper verbatim without putting the copied text in quote marks and giving due credit to the original author according to the proper academic norm.
  • The use of a particularly unique term or concept without acknowledging the original author or source.
  • The paraphrasing or abbreviated restatement of someone else's ideas without acknowledging that another person's text has been the basis for the paraphrasing.
  • False citation: material should not be attributed to a source from which it has not been obtained.
  • False data: data that has been fabricated or altered in a laboratory or experiment; although not factually plagiarism, this is clearly a form of academic fraud.
  • Unacknowledged multiple authors or collaboration: The contributions of each author or collaborator should be made clear.
  • Self-plagiarism/double submission: the submission of the same or a very similar paper to two or more publications. 

Confidentiality & Peer Review Integrity Policy
Journal of Education and Learning Reviews (JELR)
1. Confidentiality
1.1 All manuscripts submitted to JELR are treated as strictly confidential documents.
1.2 Editors, associate editors, and reviewers must not share, discuss, or disclose any information about a manuscript with anyone outside the official editorial and peer review process.
1.3 Unpublished materials disclosed in a submitted manuscript must not be used in anyone’s own research without the explicit written consent of the author(s).
2. Double-Blind Peer Review
2.1 JELR employs a double-blind peer review system: (1) Authors do not know the identity of reviewers. (2) Reviewers do not know the identity of authors.
2.3 Editors ensure that author identities are removed before manuscripts are sent for review.
2.4 Reviewers are required to provide objective, constructive, and timely feedback.
3. Reviewer Responsibilities
3.1 Reviewers must maintain confidentiality and must not retain, copy, or distribute submitted manuscripts for any purpose other than peer review.
3.2 Reviewers should decline invitations if they: (1) Have a conflict of interest with the manuscript or its authors. (2) Cannot provide an unbiased, fair, and confidential review.
3.3 Any suspected ethical issues (e.g., plagiarism, data fabrication, duplicate submission) must be reported to the editorial office immediately.
4. Editorial Responsibilities
4.1 Editors must handle manuscripts with integrity and neutrality, ensuring decisions are based solely on academic merit.
4.2 Editors will assign reviewers who have the appropriate expertise and no conflicts of interest.
4.3 If confidentiality or integrity is breached, the editorial office will take corrective action following COPE guidelines.
5. Post-Review Confidentiality
5.1 Review reports, editorial decisions, and correspondence related to manuscripts are confidential and will not be disclosed publicly.
5.2 Reviewers’ identities will not be revealed to authors, unless both parties agree to disclose (e.g., in an open peer review model, if adopted in the future).

Peer Review Policy and Process
The Journal of Education and Learning Reviews (JELR) is a bimonthly, double-blind peer-reviewed scholarly journal dedicated to advancing theoretical, empirical, and experimental research in the field of education and learning. All submitted manuscripts undergo a rigorous evaluation process to ensure the highest standards of academic integrity, methodological soundness, and contribution to the discipline.
Peer Review Policy
JELR adopts a double-blind peer review process, in which both authors and reviewers remain anonymous throughout the evaluation. Each manuscript is reviewed by a minimum of two independent, qualified experts in the field. Reviewers are selected based on their expertise, academic reputation, prior performance as reviewers, and absence of conflicts of interest. Reviewers are expected to provide evaluations that are:
• Timely: delivered within the prescribed timeframe.
• Thorough: based on careful reading and critical assessment.
• Objective: free of bias and grounded in scholarly evidence.
• Constructive: offering clear guidance for improvement.
All communication between authors and reviewers is mediated by the editorial team to ensure transparency, confidentiality, and fairness.
Peer Review Process
The JELR peer review process comprises five main stages:
1. Initial Editorial Assessment (≈1 week)
Upon submission, manuscripts are screened by the editorial office for compliance with the journal’s requirements, including:
• adherence to author guidelines and formatting standards,
• clarity and readability of language,
• plagiarism check (threshold: ≤25%),
• sufficiency and credibility of references,
• accuracy of citation and referencing style.
Manuscripts failing to meet these standards may be rejected at this stage, and authors will be notified accordingly.
2. External Peer Review (≈4–6 weeks)
Manuscripts passing the initial screening are assigned to at least two independent reviewers under the double-blind system. The review focuses on originality, theoretical and methodological rigor, significance to the field, and overall quality.
The reviewers’ recommendations are categorized as follows:
• Accept Submission
• Revision Required
• Resubmit for Review
• Resubmit Elsewhere
• Decline Submission
• See Comments
The average time to the first editorial decision is 4–6 weeks, though this may vary depending on reviewer availability and manuscript complexity. The journal prioritizes quality, fairness, and academic rigor over speed.
3. Editorial Decision and Notification (≈1–2 weeks)
The editor synthesizes the reviewers’ feedback and issues one of the following decisions:
• Accept or Accept with Minor Revisions → progresses to revision/finalization.
• Major Revision Required → authors are invited to revise and resubmit for further review.
• Reject → manuscript is not accepted for publication.
Authors are informed promptly of the decision, together with reviewers’ comments.
4. Author Revision (≈1–3 weeks)
Authors whose manuscripts require revision must:
• address all reviewer and editor comments point-by-point,
• provide a detailed response letter outlining changes,
• resubmit the revised manuscript and revision form within the specified timeframe.
Failure to respond adequately may result in rejection.
5. Final Evaluation of Revisions (≈1 week)
The editorial office reviews the revised submission to ensure that all required changes have been incorporated satisfactorily. In some cases, the revised manuscript may be sent back to reviewers for further assessment.
Once the revision meets scholarly and editorial standards, the manuscript is formally accepted and forwarded to production for publication.

Open Access Policy

This journal provides instant open access to its material on the principle that making research openly available promotes a more extensive global exchange of information.

 

Open Access Statement

The Journal of Education and Learning Reviews permits anyone to read, download, copy, distribute, print, search, or link to the complete texts of its articles for any other acceptable purpose as part of its dedication to open access for scientific work. As soon as a manuscript is published in this journal, it is available for free. Our articles are free for readers to use for their own scholarly purposes.

The Journal of Education and Learning Reviews is governed by the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.. Because of this, articles can be freely reprinted as long as they are used for non-commercial purposes and have the correct citation information. All writers who submit work to the Journal of Education and Learning Reviews agree to these terms of publication.

Data Availability Statement

The authors will release the raw data supporting the findings of this study without unnecessary delay.

 

Conflict of Interest Policy

Articles would be published with statements or supporting documents declaring:

Author conflicts of interest; sources of support for the work, including names of sponsors and an explanation of their involvement, if any, in the study design; data collection, analysis, and interpretation; report writing; the decision to submit the report for publication; or a statement indicating that the supporting source was not involved in any of these aspects; and whether the authors had access to the study data, along with a description of the kind and extent of that access, and whether it is still in place.

In a study funded by a funder with a financial or proprietary interest in the results, editors may ask authors to provide a statement like "I had full access to all of the data in this study and I take complete responsibility for the integrity of the data and the accuracy of the data analysis" to bolster their claims.

Therefore, the authors attest that there were no financial or economic ties that could be interpreted as a potential conflict of interest during the study.

 

Publisher’s Note

The publisher, editors, reviewers, and their affiliated organizations do not necessarily endorse the claims made in this article; they are the only authors' opinions. Any product discussed in this article or any claim made by its manufacturer is not guaranteed or promoted by the magazine.

 

Open Access and Copyright Policy

Journal of Education and Learning Reviews (JELR) is a fully open-access journal, providing immediate, free, and unrestricted access to all published content. All articles are made freely available to readers worldwide without subscription or access fees, supporting the global dissemination of knowledge and the advancement of education research.

All articles published in JELR are licensed under the Creative Commons Attribution–NonCommercial–NoDerivatives License (CC BY-NC-ND 4.0). This license allows users to read, download, copy, distribute, print, search, or link to the full texts of articles for non-commercial purposes only, provided that appropriate credit is given to the original author(s) and the source. Users may not modify, transform, or build upon the material.

Under this license:

  • Authors retain copyright of their work.
  • Users are free to share (copy and redistribute) the material in any medium or format for non-commercial purposes.
  • Users may not alter, transform, or create derivative works from the material.
  • Proper attribution to the original author(s) and the journal must be provided.

The full terms of the license are available at:
https://creativecommons.org/licenses/by-nc-nd/4.0/

JELR does not charge any subscription or access fees. If any Article Processing Charges (APCs) are applied, they will be clearly stated and transparently communicated on the journal website prior to submission.

By adopting this open-access policy, JELR ensures broad accessibility and dissemination of scholarly research while protecting the integrity of the published work, in alignment with international standards for open scholarly communication.

  

Privacy Statement

The names and email addresses supplied on this journal website will only be used for the reasons specified by this journal; they will not be shared with any other parties or used for any other purpose.

 

Metadata & Indexing Policy
The Journal of Education and Learning Reviews (JELR) adheres to international standards for metadata creation and harvesting to maximize the visibility and discoverability of its scholarly content.
All published articles are assigned a permanent Crossref DOI and deposited in machine-readable JATS XML format.
Metadata — including titles, abstracts, keywords, authors, affiliations, and references — is made openly available via our OAI-PMH service at: [insert OAI URL].
This ensures compatibility with major indexing services and facilitates seamless harvesting by international databases such as ERIC, DOAJ, Scopus, Web of Science, and Google Scholar.
The journal is committed to maintaining high-quality metadata to support long-term accessibility and interoperability across digital platforms.
By implementing these practices, JELR guarantees that its scholarly output is globally visible, citable, and permanently accessible in alignment with best practices in academic publishing.

 

Archiving Policy

Journal of Education and Learning Reviews (JELR) is committed to ensuring the long-term preservation, accessibility, and integrity of all published content.

The journal utilizes the PKP Preservation Network (PKP PN), a free digital preservation service developed by the Public Knowledge Project. The PKP PN provides decentralized and secure archiving of journal content, ensuring that all published articles remain accessible in the event of technical failure or journal discontinuation.
More information about PKP PN is available at: https://pkp.sfu.ca/pkp-pn/

In addition, JELR supports distributed digital preservation through the LOCKSS (Lots of Copies Keep Stuff Safe) system, which enables participating libraries worldwide to collect, preserve, and provide ongoing access to journal content. This system ensures redundancy and long-term availability across multiple independent locations.
More information about LOCKSS is available at: https://www.lockss.org/

All articles published in JELR are permanently archived and assigned Digital Object Identifiers (DOIs) through Crossref, ensuring persistent identification, reliable citation linking, and long-term accessibility.
More information about Crossref is available at: https://www.crossref.org/

Through these preservation mechanisms, JELR ensures that its scholarly content remains secure, discoverable, and continuously accessible to the global research community over time.

 

Revenue Sources

Journal of Education and Learning Reviews (JELR) is supported by its publisher, DR.KEN Institute of Academic Development and Promotion (https://drkeninstitute.or.th/home). The journal [choose: does not charge / charges] article processing charges (APCs) as outlined in the Author Guidelines (https://so19.tci-thaijo.org/index.php/JELS/AuthorIns). All editorial decisions are made solely on the basis of academic merit and are independent of any financial considerations. The journal is committed to transparency and follows international standards in scholarly publishing, including guidelines from the Committee on Publication Ethics (COPE).

Advertising Policy

Journal of Education and Learning Reviews (JELR) maintains a clear separation between editorial content and advertising. The journal does not allow advertising to influence editorial decisions, peer review, or the acceptance of manuscripts. Any advertisements, if applicable, will be clearly identified and will not be related to editorial decision-making. The journal ensures that all content published is based solely on academic merit, in line with its Publication Ethics and transparency standards recommended by the Committee on Publication Ethics (COPE).

Direct Marketing Policy

Journal of Education and Learning Reviews (JELR) conducts all direct marketing activities in a responsible, ethical, and transparent manner. Communications, including invitations for manuscript submissions, are targeted to relevant academic audiences and accurately represent the journal’s scope, policies, and publishing practices. The journal does not engage in misleading or aggressive solicitation and ensures that all information provided to authors is truthful and consistent with its Publication Ethics and Author Guidelines.

Article Processing Charges (APC) Policy

Journal of Education and Learning Reviews (JELR) does not charge any article processing charges (APCs) or submission fees. All articles are published free of cost for authors. This policy supports the journal’s commitment to open access and ensures that editorial decisions are based solely on academic merit, independent of any financial considerations. The journal operates in accordance with its Revenue Sources policy and adheres to international standards of transparency in scholarly publishing, including guidelines from the Committee on Publication Ethics (COPE).

 

Ownership and Management

DR.KEN Institute of Academic Development and Promotion, under a Memorandum of Understanding (MOU) with Rajabhat Mahasarakham University
No. 139/26 Theenanon, Talad Sub-district, Mueang Mahasarakham District,
Mahasarakham Province, Thailand, 44000
Tel: +6681-741-3978, +66946398978
Email: dr.keninstitute@gmail.com 
Facebook: https://web.facebook.com/Kenaphoom/
Website:  https://drkeninstitute.or.th/home

This is an open-access journal published by the DR.KEN Institute of Academic Development and Promotion (Thailand). All published content is licensed under the Creative Commons Attribution–NonCommercial–NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), unless otherwise stated.