Instructional Science is a leading international journal focused on enhancing teaching and learning through rigorous scientific inquiry. With a scope spanning educational psychology, pedagogy, and didactics, the journal explores how people learn in various contexts. This includes classroom-based instruction, technology-enhanced learning environments, and informal educational settings.
The journal publishes empirical studies, theoretical analyses, and design-based research that contributes to our understanding of instructional processes. Key topics include learning, reasoning, argumentation education, teacher professional development, and the impact of technology on learning outcomes. Instructional Science is indexed in databases such as Scopus, Web of Science, and ERIC, ensuring wide dissemination of its valuable content. It targets educational researchers, instructional designers, teacher educators, and policymakers seeking evidence-based practices.
Instructional Science aims to bridge the gap between research and practice by providing insights that can inform instructional design and improve educational outcomes. Submit your research to contribute to the advancement of instructional science, shaping the future of education. Explore innovative teaching methods and contribute to a community dedicated to improving instructional practices.